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Nursing student feedback on undergraduate research education: implications for teaching and learning

Journal Article


Abstract


  • Teaching research to undergraduate students presents many challenges to nurse academics. Yet facilitating students to develop skills in critically analysing and interpreting research is vital if we are to achieve evidence-based nursing practice. This paper explores student feedback from a research unit undertaken by Australian undergraduate nurses in order to highlight the challenges for academics trying to engage students in this material. Three hundred and sixty nine (83.5%) second year nursing students provided qualitative and quantitative feedback at the completion of a research unit using a standardised student feedback form.

    From a combination of the qualitative and quantitative feedback, the most positive aspects of the unit were the teaching staff, the group work and interaction in the class room and the online assessment item. Participants were least satisfied with the way in which the unit was presented, the written assessment items and assessment feedback and the perceived relevance of the unit. The implications of these findings are discussed in the context of the theoretical underpinnings of adult learning and teaching in the development of future course materials.

Publication Date


  • 2009

Citation


  • Halcomb, E. J. & Peters, K. (2009). Nursing student feedback on undergraduate research education: implications for teaching and learning. Contemporary Nurse, 33 (1), 59-68.

Scopus Eid


  • 2-s2.0-71249086481

Ro Metadata Url


  • http://ro.uow.edu.au/smhpapers/743

Has Global Citation Frequency


Number Of Pages


  • 9

Start Page


  • 59

End Page


  • 68

Volume


  • 33

Issue


  • 1

Place Of Publication


  • Australia

Abstract


  • Teaching research to undergraduate students presents many challenges to nurse academics. Yet facilitating students to develop skills in critically analysing and interpreting research is vital if we are to achieve evidence-based nursing practice. This paper explores student feedback from a research unit undertaken by Australian undergraduate nurses in order to highlight the challenges for academics trying to engage students in this material. Three hundred and sixty nine (83.5%) second year nursing students provided qualitative and quantitative feedback at the completion of a research unit using a standardised student feedback form.

    From a combination of the qualitative and quantitative feedback, the most positive aspects of the unit were the teaching staff, the group work and interaction in the class room and the online assessment item. Participants were least satisfied with the way in which the unit was presented, the written assessment items and assessment feedback and the perceived relevance of the unit. The implications of these findings are discussed in the context of the theoretical underpinnings of adult learning and teaching in the development of future course materials.

Publication Date


  • 2009

Citation


  • Halcomb, E. J. & Peters, K. (2009). Nursing student feedback on undergraduate research education: implications for teaching and learning. Contemporary Nurse, 33 (1), 59-68.

Scopus Eid


  • 2-s2.0-71249086481

Ro Metadata Url


  • http://ro.uow.edu.au/smhpapers/743

Has Global Citation Frequency


Number Of Pages


  • 9

Start Page


  • 59

End Page


  • 68

Volume


  • 33

Issue


  • 1

Place Of Publication


  • Australia