2.50
Hdl Handle:
http://hdl.handle.net/10755/304077
Category:
Abstract
Type:
Presentation
Title:
Increasing Student Engagement in Scholarly Inquiry in Nursing
Author(s):
Mandleco, Barbara; Merrill, Katreena; Macintosh, Janelle L. B.
Lead Author STTI Affiliation:
Iot Iota
Author Details:
Barbara Mandleco, RN, PhD, Barbara_Mandleco@BYU.EDU; Katreena Merrill, PhD, RN; Janelle L. B. Macintosh, PhD, RN;
Abstract:

Session presented on: Wednesday, July 24, 2013

Purposes/Aims: To describe methods used to actively engage undergraduate students in learning scholarly inquiry content.     

Rationale/Background: Students enrolled in an undergraduate EBP/scholarly inquiry course are inundated with new language/complex concepts. Although textbooks provide ideas for presenting content, additional creative/innovative methods for actively engaging students in the learning process are needed.  Active learning (AL) and collaborative learning (CL) are two methods. AL involves engaging students in learning by allowing them to participate in meaningful activities and think about what they are doing. CL refers to instructional methods where students work together in small groups toward a common goal. Both methods lead to better attitudes about learning/content, improved thinking and retention, and a desire to learn more.  

Description: AL activities involve creating questions about the day’s content and then asking individual students to answer a question by drawing a student’s name out of a hat, taping questions to the bottom of chairs where students sit that they must answer, or taping questions to healthy treats and then inviting each student take a treat and answer the question taped to that treat. CL activities include dividing students into groups of three to five students/group, asking each group to examine a different recent nursing research article for particular information, and then share that information with the class. For example, when learning about qualitative designs, each group is provided with a recent article describing a different qualitative design and then asked to determine the type of design and data gathered/analyzed, decide whether or not saturation was reached, and discuss how investigators determined rigor. Another CL activity involves having student groups create illustrations depicting research questions and then explain the illustrations to the class.

Outcomes Achieved/Conclusions: Students were enthusiastic about AL/CL activities; they enriched learning, provided opportunities for reticent students to present content, and enhanced engagement.

Keywords:
Nursing students; Collaborative learning; Active learning
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleIncreasing Student Engagement in Scholarly Inquiry in Nursingen_GB
dc.contributor.authorMandleco, Barbaraen_GB
dc.contributor.authorMerrill, Katreenaen_GB
dc.contributor.authorMacintosh, Janelle L. B.en_GB
dc.contributor.departmentIot Iotaen_GB
dc.author.detailsBarbara Mandleco, RN, PhD, Barbara_Mandleco@BYU.EDU; Katreena Merrill, PhD, RN; Janelle L. B. Macintosh, PhD, RN;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/304077-
dc.description.abstract<p>Session presented on: Wednesday, July 24, 2013</p><b>Purposes/Aims: </b>To describe methods used to actively engage undergraduate students in learning scholarly inquiry content.      <p><b>Rationale/Background: </b>Students enrolled in an undergraduate EBP/scholarly inquiry course are inundated with new language/complex concepts. Although textbooks provide ideas for presenting content, additional creative/innovative methods for actively engaging students in the learning process are needed.  Active learning (AL) and collaborative learning (CL) are two methods<i>. </i>AL involves engaging students in learning by allowing them to participate in meaningful activities and think about what they are doing. CL refers to instructional methods where students work together in small groups toward a common goal. Both methods lead to better attitudes about learning/content, improved thinking and retention, and a desire to learn more.   <p><b>Description: </b>AL activities involve creating questions about the day’s content and then asking individual students to answer a question by drawing a student’s name out of a hat, taping questions to the bottom of chairs where students sit that they must answer, or taping questions to healthy treats and then inviting each student take a treat and answer the question taped to that treat. CL activities include dividing students into groups of three to five students/group, asking each group to examine a different recent nursing research article for particular information, and then share that information with the class. For example, when learning about qualitative designs, each group is provided with a recent article describing a different qualitative design and then asked to determine the type of design and data gathered/analyzed, decide whether or not saturation was reached, and discuss how investigators determined rigor. Another CL activity involves having student groups create illustrations depicting research questions and then explain the illustrations to the class. <p><b>Outcomes Achieved/Conclusions</b>: Students were enthusiastic about AL/CL activities; they enriched learning, provided opportunities for reticent students to present content, and enhanced engagement.en_GB
dc.subjectNursing studentsen_GB
dc.subjectCollaborative learningen_GB
dc.subjectActive learningen_GB
dc.date.available2013-10-22T20:28:46Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:28:46Z-
dc.conference.date2013en_GB
dc.conference.name24th International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationPrague, Czech Republicen_GB
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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