Teaching Research in an Online Undergraduate Course Using Collaborative Learning

2.50
Hdl Handle:
http://hdl.handle.net/10755/603843
Category:
Full-text
Type:
Presentation
Title:
Teaching Research in an Online Undergraduate Course Using Collaborative Learning
Other Titles:
Promoting a Culture of Undergraduate Research Through Collaborative Learning [Symposium]
Author(s):
Bladen, Laurie
Lead Author STTI Affiliation:
Mu Xi
Author Details:
Laurie Bladen, RN, lbladen@clarion.edu
Abstract:
Session presented on Friday, April 8, 2016: The purpose of this presentation is to describe the transformation of research knowledge into practice by addressing the challenges and opportunities of teaching research methods to online RN to BSN students. Historically, the course was taught following the steps for the research process, research critique exercises, and the development of a hypothetical study. As the curriculum moved to an evidence-based practice model, collaborative learning assignments were introduced in 300 level courses and further developed in 400 courses. The course was been redesigned to focus on students developing pilot study proposals in small groups, appraising study proposals created by peers, and submitting the final study proposals to the university’s institutional review board. Completion of the study is then carried out in the senior capstone course during the following semester. Guided by faculty with both qualitative and quantitative research experience, students work in small groups to build a research study evolving from the strategic plan priorities of the National Institute of Nursing Research (NINR) (National Institute of Nursing Research, 2013). Student perceptions of research and online group work prior to the course are at times very negative. The role of the educator is to help students learn how to work in a group and to mediate group dysfunctions.  Participants in this presentation will learn about the various teaching methods used in the online environment to assist students in developing team cohesion through individual accountability and interpersonal communication skills while they move from a research question through proposal development. Participants will also understand how collaborative learning enables students to work in groups, develops a higher-level of thinking, oral communication, self-management, and leadership skills in preparation for social and employment situations.  References American Association of Colleges of Nurses (2015). Fact sheet: The impact of education on nursing practice. Retrieved from http://www.aacn.nche.edu/media-relations/fact-sheets/impact-of-education Falk, N. L., Hymer, R., & Schumann, M. J. (2014). Using a student-faculty collaborative learning model to teach grant development in graduate nursing education. Jounral of Continuing Education in Nursing, 45(5), 212-218. National Institute of Nursing Research. (2013). Bringing science to life: NINR strategic plan. Retrieved from National Institute of Nursing Research: https://www.ninr.nih.gov/sites/www.ninr.nih.gov/files/ninr-strategic-plan-2011.pdf
Keywords:
RN to BSN online program; Collaborative Learning; Research
Repository Posting Date:
29-Mar-2016
Date of Publication:
29-Mar-2016
Other Identifiers:
NERC16A01
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleTeaching Research in an Online Undergraduate Course Using Collaborative Learningen
dc.title.alternativePromoting a Culture of Undergraduate Research Through Collaborative Learning [Symposium]en
dc.contributor.authorBladen, Laurieen
dc.contributor.departmentMu Xien
dc.author.detailsLaurie Bladen, RN, lbladen@clarion.eduen
dc.identifier.urihttp://hdl.handle.net/10755/603843en
dc.description.abstractSession presented on Friday, April 8, 2016: The purpose of this presentation is to describe the transformation of research knowledge into practice by addressing the challenges and opportunities of teaching research methods to online RN to BSN students. Historically, the course was taught following the steps for the research process, research critique exercises, and the development of a hypothetical study. As the curriculum moved to an evidence-based practice model, collaborative learning assignments were introduced in 300 level courses and further developed in 400 courses. The course was been redesigned to focus on students developing pilot study proposals in small groups, appraising study proposals created by peers, and submitting the final study proposals to the university’s institutional review board. Completion of the study is then carried out in the senior capstone course during the following semester. Guided by faculty with both qualitative and quantitative research experience, students work in small groups to build a research study evolving from the strategic plan priorities of the National Institute of Nursing Research (NINR) (National Institute of Nursing Research, 2013). Student perceptions of research and online group work prior to the course are at times very negative. The role of the educator is to help students learn how to work in a group and to mediate group dysfunctions.  Participants in this presentation will learn about the various teaching methods used in the online environment to assist students in developing team cohesion through individual accountability and interpersonal communication skills while they move from a research question through proposal development. Participants will also understand how collaborative learning enables students to work in groups, develops a higher-level of thinking, oral communication, self-management, and leadership skills in preparation for social and employment situations.  References American Association of Colleges of Nurses (2015). Fact sheet: The impact of education on nursing practice. Retrieved from http://www.aacn.nche.edu/media-relations/fact-sheets/impact-of-education Falk, N. L., Hymer, R., & Schumann, M. J. (2014). Using a student-faculty collaborative learning model to teach grant development in graduate nursing education. Jounral of Continuing Education in Nursing, 45(5), 212-218. National Institute of Nursing Research. (2013). Bringing science to life: NINR strategic plan. Retrieved from National Institute of Nursing Research: https://www.ninr.nih.gov/sites/www.ninr.nih.gov/files/ninr-strategic-plan-2011.pdfen
dc.subjectRN to BSN online programen
dc.subjectCollaborative Learningen
dc.subjectResearchen
dc.date.available2016-03-29T13:11:01Zen
dc.date.issued2016-03-29en
dc.date.accessioned2016-03-29T13:11:01Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
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