2.50
Hdl Handle:
http://hdl.handle.net/10755/621578
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Evolving Attitudes Toward Research in Undergraduate Nursing Honors Students
Author(s):
Porter, Shana; Mocek, Paige; Hensel, Desiree
Lead Author STTI Affiliation:
Alpha
Author Details:
Shana Porter, BSN, RN, Professional Experience: Indiana University School of Nursing: Undergraduate research under the mentorship of Desiree Hensel and with colleague Paige Mocek Indiana University Health Methodist Hospital: RN Intern May 2016-2017, completed evidence based project on home unit Author Summary: Shana Porter has recently graduated from the Indiana University School of Nursing and has began her career as a Trauma Progressive Care Nurse in Indianapolis, IN. As a senior, she partnered with Paige Mock and Desiree Hensel to use Q Methodology to evaluate a nursing honors course.
Abstract:

Purpose

While there is a growing body of literature that supports the use of undergraduate research to capture student interest and to create enthusiasm that leads to higher levels of engagement, there are many unanswered questions about what models lead to best student learning outcomes. Q methodology, or Q for short, is a set of philosophical principles, data collection techniques, and statistical procedures to study subjectivity that can be used to generate theory, test theory, or evaluate program outcomes (Hensel, 2016a; Ramlo, 2015; Ramlo, 2016). When used for undergraduate research, Q is thought to contribute to positive student and faculty outcomes (Hensel, 2016b). The purpose of this project was to evaluate changes in attitudes about research among a cohort of five nursing students who conducted Q methodology studies as part of an undergraduate honors program.

Methods

Institutional Board Review (IRB) was obtained to conduct this Q methodology study. The five nursing honors students generated a set of statements, referred to as the concourse, which reflected both positive and negative beliefs about undergraduate research. Statements from the literature research supplemented the naturalist concourse. After reviewing all statements for range and repletion, 36 statements were retained and printed individually on a deck of cards for sorting. The 5 nursing research honors course students were asked to rank order their level of agreement and disagreement on a -4 to +4 sorting sheet with each statement based under two conditions of instructions. First they sorted the items based on their current attitudes about research, after having participated in one semester of the nursing honors program. During this semester students had completed their literature review, designed their Q study and submitted their proposal to IRB. One student had collected data, but not yet analyzed it. Next students completed a seconded sort based on how they felt about research before they began the honors program. Data analysis, including principal component factor analysis, was completed using a standard process described by Watts and Stenner (2012) with Ken Q software.

Results

Participants generally disagreed with the statement “research isn’t important for my career.” A 2- factors final solution explained 70% of the variance. Factor 1 explained 42% of the variance and was characterized by the statements “undergraduate research could distinguish me among other graduates,” and “doing undergraduate research could help me get into advanced education programs, like graduate school.” Seven sorts loaded on Factor 1, including all sorts completed under the current attitudes conditions of instructions. Factor 2 was characterized by the statements “undergraduate research is intimidating” and “I don’t have enough time to participate in undergraduate research.” This factor explained 28% of the variance with 3 positive loading of sorts done based on attitudes before engaging in the honors program..

Conclusion

This is the first study to look at outcomes from using Q methodology for undergraduate nursing honors research. This study found that while students had overall positive attitudes toward the importance of research, it was intimidating to some. After engaging in one semester of an honors program and designing a Q study all students strongly believed that they benefited professionally from participation in the program. The structured processes associated with doing a Q study are thought to support meaningful research that can be completed by undergraduates (Hensel, 2016), but what role study design played in the shifting of three students’ perspectives is unclear. Future research is needed to understand how research design impacts student success in undergraduate research.

Keywords:
program evaluation; q methodology; undergraduate research
Repository Posting Date:
22-Jun-2017
Date of Publication:
22-Jun-2017
Other Identifiers:
INRC17PST
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleEvolving Attitudes Toward Research in Undergraduate Nursing Honors Studentsen_US
dc.contributor.authorPorter, Shanaen
dc.contributor.authorMocek, Paigeen
dc.contributor.authorHensel, Desireeen
dc.contributor.departmentAlphaen
dc.author.detailsShana Porter, BSN, RN, Professional Experience: Indiana University School of Nursing: Undergraduate research under the mentorship of Desiree Hensel and with colleague Paige Mocek Indiana University Health Methodist Hospital: RN Intern May 2016-2017, completed evidence based project on home unit Author Summary: Shana Porter has recently graduated from the Indiana University School of Nursing and has began her career as a Trauma Progressive Care Nurse in Indianapolis, IN. As a senior, she partnered with Paige Mock and Desiree Hensel to use Q Methodology to evaluate a nursing honors course.en
dc.identifier.urihttp://hdl.handle.net/10755/621578-
dc.description.abstract<p><span>Purpose</span></p> <p dir="ltr">While there is a growing body of literature that supports the use of undergraduate research to capture student interest and to create enthusiasm that leads to higher levels of engagement, there are many unanswered questions about what models lead to best student learning outcomes. Q methodology, or Q for short, is a set of philosophical principles, data collection techniques, and statistical procedures to study subjectivity that can be used to generate theory, test theory, or evaluate program outcomes (Hensel, 2016a; Ramlo, 2015; Ramlo, 2016). When used for undergraduate research, Q is thought to contribute to positive student and faculty outcomes (Hensel, 2016b). The purpose of this project was to evaluate changes in attitudes about research among a cohort of five nursing students who conducted Q methodology studies as part of an undergraduate honors program.</p> <p dir="ltr">Methods</p> <p dir="ltr">Institutional Board Review (IRB) was obtained to conduct this Q methodology study. The five nursing honors students generated a set of statements, referred to as the concourse, which reflected both positive and negative beliefs about undergraduate research. Statements from the literature research supplemented the naturalist concourse. After reviewing all statements for range and repletion, 36 statements were retained and printed individually on a deck of cards for sorting. The 5 nursing research honors course students were asked to rank order their level of agreement and disagreement on a -4 to +4 sorting sheet with each statement based under two conditions of instructions. First they sorted the items based on their current attitudes about research, after having participated in one semester of the nursing honors program. During this semester students had completed their literature review, designed their Q study and submitted their proposal to IRB. One student had collected data, but not yet analyzed it. Next students completed a seconded sort based on how they felt about research before they began the honors program. Data analysis, including principal component factor analysis, was completed using a standard process described by Watts and Stenner (2012) with Ken Q software.</p> <p dir="ltr">Results</p> <p dir="ltr">Participants generally disagreed with the statement “research isn’t important for my career.” A 2- factors final solution explained 70% of the variance. Factor 1 explained 42% of the variance and was characterized by the statements “undergraduate research could distinguish me among other graduates,” and “doing undergraduate research could help me get into advanced education programs, like graduate school.” Seven sorts loaded on Factor 1, including all sorts completed under the current attitudes conditions of instructions. Factor 2 was characterized by the statements “undergraduate research is intimidating” and “I don’t have enough time to participate in undergraduate research.” This factor explained 28% of the variance with 3 positive loading of sorts done based on attitudes before engaging in the honors program..</p> <p dir="ltr">Conclusion</p> <p><span id="docs-internal-guid-7434dd31-382b-986a-467f-a1b7ca3182f0">This is the first study to look at outcomes from using Q methodology for undergraduate nursing honors research. This study found that while students had overall positive attitudes toward the importance of research, it was intimidating to some. After engaging in one semester of an honors program and designing a Q study all students strongly believed that they benefited professionally from participation in the program. The structured processes associated with doing a Q study are thought to support meaningful research that can be completed by undergraduates (Hensel, 2016), but what role study design played in the shifting of three students’ perspectives is unclear. Future research is needed to understand how research design impacts student success in undergraduate research.</span></p>en
dc.subjectprogram evaluationen
dc.subjectq methodologyen
dc.subjectundergraduate researchen
dc.date.available2017-06-22T15:46:19Z-
dc.date.issued2017-06-22-
dc.date.accessioned2017-06-22T15:46:19Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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