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Research Engagement:“Thinking Outside the Box”Ben Stanfield-Davies & Paula J StrongCardiff University<br />
Background <br />Profile and qualification<br />HPC (2008) SOP’s – <br />“value of research to critical evaluation of prac...
The Graduate Curriculum<br />“The ODP graduate will be able to evaluate evidence, arguments and assumptions, reaching soun...
Research Methods in Undergraduate Curricula<br />“Critical thinking skills are essential for any educated individuals” (Po...
Difficulty & Disengagement <br />Difficulty<br /><ul><li>Students are often overwhelmed and find the learning process of r...
“Use of knowledge from research to be both the most difficult and the least important in clinical education” (Lofmark & Th...
Expected skills can exceed student ability resulting in ‘Intellectual Shutdown’ and Withdrawal (Sakalys, 1984)
Theoretical content and lack of understanding are sources of stress (Ax & Kincade, 2001)
Student disengagement (Benson & Blackman, 2003)</li></li></ul><li>Difficulty & Disengagement <br />Indirect Application<br...
‘Academically Abstract’ (Tetley & Glover, 1999)
Students question its usefulness (Ax & Kincade, 2001)</li></ul>Subject Devaluation<br /><ul><li>Students devalue research ...
Many students focus on ‘passing the compulsory research module’ and then forget what they have learned (Johnson et al, 201...
The Local Context<br />Research = Foreign Language<br />Problems mirror the literature<br />Student evaluations…<br />High...
Translation & Innovation<br />Need to think ‘Outside the Box’<br />‘Translate’ & ‘Innovate’ the Subject<br />Creative T&L ...
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Research engagement - Thinking outside the box

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Authors: Paula Strong and Ben Stanfield - Davies, Cardiff University
Presented at the Research - Teaching in Wales 2011 Conference 13th-14th September, Gregynog Hall, Newtown (Powys)

Published in: Education, Health & Medicine
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Research engagement - Thinking outside the box

  1. 1. Research Engagement:“Thinking Outside the Box”Ben Stanfield-Davies & Paula J StrongCardiff University<br />
  2. 2. Background <br />Profile and qualification<br />HPC (2008) SOP’s – <br />“value of research to critical evaluation of practice,” “engage with EBP.”<br />Need for critical Practitioners (CODP, 2011)<br />Equity and excellence: Liberating the NHS (2010)…<br />
  3. 3. The Graduate Curriculum<br />“The ODP graduate will be able to evaluate evidence, arguments and assumptions, reaching sound judgements, and effectively communicating within their sphere of practice” <br />(CODP, 2011)<br />
  4. 4. Research Methods in Undergraduate Curricula<br />“Critical thinking skills are essential for any educated individuals” (Popil, 2011)<br />Research literacy is an essential pre-requisite for knowledge-led practice (Tetley & Glover, 1999)<br />
  5. 5. Difficulty & Disengagement <br />Difficulty<br /><ul><li>Students are often overwhelmed and find the learning process of research stressful and the creation of research text difficult (Mattila & Eriksson, 2007)
  6. 6. “Use of knowledge from research to be both the most difficult and the least important in clinical education” (Lofmark & Thorell-Ekstrand, 2000)
  7. 7. Expected skills can exceed student ability resulting in ‘Intellectual Shutdown’ and Withdrawal (Sakalys, 1984)
  8. 8. Theoretical content and lack of understanding are sources of stress (Ax & Kincade, 2001)
  9. 9. Student disengagement (Benson & Blackman, 2003)</li></li></ul><li>Difficulty & Disengagement <br />Indirect Application<br /><ul><li>Perceptual link between research methods and its application is often poor (Benson & Blackman, 2003)
  10. 10. ‘Academically Abstract’ (Tetley & Glover, 1999)
  11. 11. Students question its usefulness (Ax & Kincade, 2001)</li></ul>Subject Devaluation<br /><ul><li>Students devalue research and prefer to study topics that they deem to be ‘more important’ (Bengtsson & Ohlsson, 2010; Bjorkstrom, 2003)
  12. 12. Many students focus on ‘passing the compulsory research module’ and then forget what they have learned (Johnson et al, 2010; Ax & Kincade, 2001)</li></li></ul><li>Difficulty & Disengagement <br />Pedagogy<br />Students are often disillusioned with research teaching due to the way it is taught (Ax & Kincade, 2001)<br />Transition from other educational establishments to University with different teaching styles problematic (Johnson et al, 2010)<br />
  13. 13. The Local Context<br />Research = Foreign Language<br />Problems mirror the literature<br />Student evaluations…<br />Higher failure rate than its clinical counterparts<br />Attempts to encourage research engagement within our student population <br />“The Challenge” – Create and develop an environment that promotes deep learning<br />
  14. 14. Translation & Innovation<br />Need to think ‘Outside the Box’<br />‘Translate’ & ‘Innovate’ the Subject<br />Creative T&L Strategies<br />Abstract methods<br />PBL<br />Blended learning<br />Student-centred workshops<br />
  15. 15. Progression & Development<br />Creating ‘synergy’ between research and clinical practice (Vessey and DeMarco, 2008)<br />Changing the teacher-student dynamic<br />‘Hands on’ experience <br />
  16. 16. Summary<br />Research is an essential requirement within undergraduate curricula.<br />Difficulty and disengagement remains a universal dilemma.<br />The authors in accordance with the literature suggest the use of innovative strategies that stimulate students, promote engagement and foster deep learning.<br />
  17. 17. “The Function of Education is to Teach One to think Intensively and to think Critically”<br />(Martin Luther King Jr, 1947)<br />
  18. 18. References<br /><ul><li>Ax, S. & Kincade, E. (2001). Nursing Students’ Perceptions of Research: Usefulness, Implementation and Training. Journal of Advanced Nursing. Vol 35 (2), Pgs 161-170.
  19. 19. Bengtsson, M. & Ohlsson, B. (2010). The Nursing and Medical Students Motivation to Attain Knowledge. Nurse Education Today. Vol 30, Pgs 150-156.
  20. 20. Benson, A. & Blackman, D. (2011). Can Research Methods ever be Interesting? Active Learning in Higher Education. Vol 4 (1), Pgs 39-55.
  21. 21. Bjorkstrom, ME. Et al. (2003). Swedish Nursing Students’ Attitudes to and Awareness of Research and Development within Nursing. Journal of Advanced Nursing. Vol 41 (4), Pgs 393-402.
  22. 22. CODP (2011). Bachelor of Science (Hons) in operating department practice (England, Northern Ireland and Wales), Bachelor of Science in operating department practice (Scotland): curriculum document. London: CODP.
  23. 23. Department of Health. (2010). Equity and Excellence: Liberating the NHS. London: DH.
  24. 24. Health Professions Council (2008) Standards of Proficiency: Operating Department Practitioners. London: Health Professions Council.</li></li></ul><li>References<br /><ul><li>Johnson. N. Et al. (2010). Research and evidence based practice: Using a Blended Approach to Teaching and Learning in Undergraduate Nurse Education. Nurse Education in Practice. Vol 10, Pgs 43-47.
  25. 25. Lofmark, A. & Thorell-Ekstrand, I. (2000). Evaluation by Nurses and Students of a New Assessment form for Clinical Nursing Education. Scandinavian Journal of Caring Sciences. Vol 14, Pgs 89-96.
  26. 26. King Jr, M. (1947). Volume I: Called to Serve, January 1929 – June 1951; The Purpose of Education. Atlanta: Martin Luther King Estate.
  27. 27. Mattila, LR. & Eriksson, E. (2007). Nursing Students learning to Utilise Nursing Research in Clinical Practice. Nurse Education Today. Vol 27, Pgs 568-576.
  28. 28. Popil, I. (2011). Promotion of Critical Thinking by using Case Studies as a Teaching Method. Nurse Education Today. Vol 31, Pgs 204-207.
  29. 29. Sakalys, JA. (1984). Effects of an Undergraduate Research Course on Cognitive Development. Nursing Research. Vol 33, Pgs 290-295.
  30. 30. Tetley, J. & Glover, J. (1999). Use of Experiential Methods to teach Research in a Pre-registration Nursing Curriculum. Nurse Education Today. Vol 19, Pgs 633-638.
  31. 31. Vessey, JA. & DeMarco, RF. (2008). The Undergraduate Research Fellows Program: A Unique Model to Promote Engagement in Research. Journal of Professional Nursing. Vol 24 (6), Pgs 358-363.</li>

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