Developing Faculty Research Skills: Lessons Learned

Ha, Chau; Press, Madeline M.

doi:10.1080/10668926.2018.1490218

Cited by 4 publications

(3 citation statements)

References 13 publications

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“…All in all, compared with personal and management factors, the institutional factors in this study were perceived to affect the faculty research productivity these. These findings comply with results found by (2,6,13,15,20,(31)(32)(33)(34) ; however, they contradict (21) findings revealing that personal characteristics such as age, research competence and research skills affect the faculty research productivity more than management and institutional supports.…”

Section: Discussionsupporting

confidence: 87%

Faculty-perceived research skills and research productivity: A case study at a public University in Afghanistan

Tahsildar¹,

Hasani²

2021

IJST

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Objectives: To investigate the faculty perceptions of their research skills, research productivity and related hindering factors at a public University in Afghanistan so as to help the Higher Education policy-makers make the required changes in their current decisions in terms of the quality of academic research in the country. Method: The study applied a mixed method approach within two phases: a quantitative phase, which tested the faculty perceptions of their research skills using a questionnaire and a qualitative phase, which examined the faculty insights on their research productivity as well as its determining factors. The study sample included 164 full time faculty members employed by the University. It started in July 2020 and ended at the beginning of December 2020. Findings: A new inventory was developed by the researcher to measure the faculty research skills. Findings based on this inventory indicated that faculty perceived to have mid level research skills with a low-level research productivity as evidenced by their research production. Three different types of hindering factors categorized as personal, institutional and management factors also appeared to be associated with the faculty research productivity. The study ends with specific suggestions to Afghan education policy-makers and faculty members so as to make the necessary changes and improvements in their policies with regard to research skills, research productivity and the determining factors. This study is the earliest study to investigate the faculty research skills and research productivity in Afghanistan university context.

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Section: Discussionsupporting

confidence: 87%

Faculty-perceived research skills and research productivity: A case study at a public University in Afghanistan

Tahsildar¹,

Hasani²

2021

IJST

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“…In this sense, the approach to research competencies as an object of study has been recurrent (Emelyanova et al, 2017;Ha & Press, 2019;Hegde & Karunasagar, 2021). Likewise, instruments have emerged to measure them, such as (Böttcher & Thiel, 2018;Böttcher et al, 2019;Catalano, 2017Cobos et al, 2016.…”

Section: Introductionmentioning

confidence: 99%

Research competencies in university students: Intertwining complex thinking and Education 4.0

George-Reyes,

López-Caudana,

Ramírez-Montoya

2023

CONT ED TECHNOLOGY

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Research competencies are skills that university students must develop to create and socialize scientific products during their academic live. In this research, an experience was implemented to improve the students’ competency levels through its imbrication with complex thinking and the use of Education 4.0 applications, such as remote team workflow development apps, web-based virtual reality, and social robotics. The study was sequential-quantitative and descriptive. A questionnaire was applied before and after the experience to know the perception of 105 Mexican university students, later a rubric was implemented for the teacher’s assessment. The results indicate that the students perceived an improvement in their research skills, however, the evaluation showed a difference between the student’s perception and the teacher’s regarding improvement in said skills. The experience can be scaled to other scenarios, where disruptive teaching strategies can support research skills development.

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“…Research literacy is an essential skill for nurses, enabling practice improvement, policy-making, guideline development, and professional and continuing education (Jakubec & Astle, 2017). While many nurses, particularly those who have graduated more recently and experienced well-designed research education within their degree program, are comfortable reading and using research, there remains a substantial proportion of nurses who still experience difficulty (Ali, 2018;Ha & Press, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Experiences and Perceptions of Nurses Interacting With Research Literature: A Qualitative Systematic Review to Guide Evidence‐Based Practice

Hines

Ramsbotham

Coyer

2021

Worldviews Ev Based Nurs

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BackgroundThere is an evidence that some nurses struggle with reading and using research. This struggle becomes a barrier to engaging in evidence‐based practice (EBP). Personal beliefs, attitudes about research, and difficulties with research language and statistics have been reported as important variables in quantitative studies.AimsThe aim of this review was to explore nurses' experiences and perceptions of interacting with research literature for work or educational purposes.MethodsStudies eligible for inclusion were qualitative, published in English from years 2009–2020, and included registered nurses engaged in interaction with research literature for any work or educational purpose. The Joanna Briggs Institute’s qualitative systematic review methods were used.ResultsWe included 11 qualitative studies with 186 participants. Most studies used focus groups or semi‐structured interviews to collect data. Overall, study quality was moderate. We extracted 29 findings, which were synthesized into five categories, and meta‐aggregated into one synthesis. Research is a complex field of engagement for nurses, who simultaneously value its contribution to their profession and feel the burden of unsupported expectations. Nurses perceive a double standard in their workplaces where expectations of using evidence in practice are often discussed, but EBP education and access to literature can be hard to access.Linking Evidence to ActionEducators conducting research education should consider the complex emotional reactions this activity may engender in participants who may feel unprepared by their previous experience or education. Clinicians and workplace leaders trying to encourage the use of evidence in practice should consider the source of any reluctance to engage. An observed lack of engagement in their staff may be related to issues with understanding the materials.

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Developing Faculty Research Skills: Lessons Learned

Cited by 4 publications

References 13 publications

Faculty-perceived research skills and research productivity: A case study at a public University in Afghanistan

Faculty-perceived research skills and research productivity: A case study at a public University in Afghanistan

Research competencies in university students: Intertwining complex thinking and Education 4.0

The Experiences and Perceptions of Nurses Interacting With Research Literature: A Qualitative Systematic Review to Guide Evidence‐Based Practice

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