Undergraduate Nursing Students’ Experiences of Conducting Clinical Research Projects in Their Bachelor Theses – a Qualitative Study

Grønning, Kjersti; Karlsholm, Guro; André, Beate

doi:10.1177/23779608221094537

Cited by 8 publications

(5 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The process of writing a BT helps introduce students to scientific activities [41] and helps to develop a positive attitude towards research [42] by creating opportunities to do so [43]. Developing research and evidence-based practice skills during their nursing training helps students value the importance of research and its applications in clinical settings, resulting in positive patient outcomes [44,45], or for students who wish to work in research [46], it acts as an introduction to this option [38].…”

Section: Discussionmentioning

confidence: 99%

“…Ryan [43] emphasises the importance of ensuring nurses support students in their research. Furthermore, this type of BT offers students the possibility to take initiative and introduce small improvements to clinical nursing practices [46], motivates everyone involved in the process and allows for discipline-relevant topics to be discussed [48]. Finally, it is essential that any educational protocol promotes constructive interactions between participants (tutors and students) to achieve the learning outcomes proposed in a BT [49].…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Service Learning in the Nursing Bachelor Thesis: A Mixed-Methods Study

Roca

Navés

Vélez

et al. 2022

IJERPH

View full text Add to dashboard Cite

The Final Degree Project (FDP) is a module that, although intended for the completion of a bachelor thesis (BT), consists of theoretical and clinical teaching. Therefore, introducing service learning (SL) can support student adjustments to the real-world professional role. This study plans to evaluate a teaching innovation project that combines BT and SL through Kirkpatrick’s four-level model (reaction, learning, behaviour and results). It takes the form of a convergent parallel mixed-methods design study. The participants were 15 final-year students obtaining a Bachelor of Nursing degree, 4 BT supervising mentors and 4 nurses. At the request of a hospital institution, in their BT, students completed a review of evidence-based nursing protocols. For data collection, the researchers used: an SL questionnaire, student narratives, mentor field diaries and nurse interviews. According to student opinion, the results showed high satisfaction rates (4.44 out of 5), the most developed skills were Independent Work and Information Management, but they signal the need to reinforce the research methodology skills. Finally, positive feedback from all participants is that using SL promotes both the opinion that the BT is useful and also promotes a collaboration between academic and clinical settings.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Service Learning in the Nursing Bachelor Thesis: A Mixed-Methods Study

Roca

Navés

Vélez

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…The objectives of nursing education institutions include providing future nurses with the competencies necessary to provide high quality nursing care [ 4 ]. Students are expected to learn how to use the knowledge provided by research and to acquire skills, competencies, and behaviors in their daily clinical practice [ 4 ]. Therefore, competency-based education (CBE) has become the mainstay of practice and research in many training programs [ 5 , 6 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

Barriers and Facilitators to the Learning and Acquisition of Research Competencies among Nursing Students through Active Methodologies: A Qualitative Study Using Reflective Writing

et al. 2023

View full text Add to dashboard Cite

Background: The development of educational research, critical thinking skills, and evidence-based practice requires proposals for educational innovation. The purpose of this study was to explore the perspectives of undergraduate nursing students on the barriers and facilitators after the implementation of a novel activity within the course of research methodology, composed of three active learning strategies: (a) project-based learning; (b) small-group learning; and (c) self-directed learning. Methods: A qualitative exploratory study using reflective writing was conducted at the Nursing Department of the Red Cross School (Spain). Seventy-four nursing students participated in the study, enrolled in the research methodology course. Purposive sampling was used. Online reflective notes were collected from a script of open-ended questions. An inductive thematic analysis was performed. Results: The new proposals facilitated learning of the subject matter and its contents. They were useful and enabled the students to put the contents into practice. In addition, they improved the students’ organization, planning, and involvement. The barriers identified were a lack of time, ambiguity, inadequate tutoring or novelty of the work, and inequity in the distribution of tasks and workloads. Conclusions: Our findings shed light on the barriers and facilitators identified by nursing students when implementing an educational innovation proposal, using three active learning methodologies as learning tools for the subject of nursing research.

show abstract

“…Learning activities through clinical projects provide nursing students with the essential knowledge to provide evidencebased care. Hands-on experience makes the students aware of the importance of keeping themselves up to date with the latest knowledge [15].…”

Section: Introductionmentioning

confidence: 99%

Development of contextual learning models through collaboration between lecturers, students, and village governments in nursing education

2023

View full text Add to dashboard Cite

Purpose: This study aims to develop a contextual learning model through a collaboration between lecturers, students, and the village government for nursing education.Methods: This study used a qualitative design. The process of collecting the data was done through focus group discussions with 12 informants representing four stakeholders. There were four focus groups, namely universities, village governments, community health centers, and students. The discussion used open-ended questions that were developed through two parameters, the learning outcomes and learning activities. The data analysis undertaken used thematic analysis specifically.Results: There were 11 grouped concepts found in this study which were able to be divided into three categories. The learning outcome category was formed of four concepts, including attitudes, mastery of knowledge, skills, and values. The learning process category was formed of five concepts, namely learning resources, learning methods and forms, learning media, learning time, and learning subjects. The main sources of contextual learning were found to be programs and maternal and child health (MCH) issues in the village. Techniques and instruments were the two concepts in the assessment category. A collaboration between lecturers and the village government to help students and to provide learning resources in the village integrates the program (MCH) with the learning outcomes.Conclusion: These concepts are the initial framework to help the head of the study program to integrate the MCH programs and cases in the curriculum and to facilitate the contextualization of the knowledge from the nursing students.

show abstract

Undergraduate Nursing Students’ Experiences of Conducting Clinical Research Projects in Their Bachelor Theses – a Qualitative Study

Cited by 8 publications

References 28 publications

Service Learning in the Nursing Bachelor Thesis: A Mixed-Methods Study

Service Learning in the Nursing Bachelor Thesis: A Mixed-Methods Study

Barriers and Facilitators to the Learning and Acquisition of Research Competencies among Nursing Students through Active Methodologies: A Qualitative Study Using Reflective Writing

Development of contextual learning models through collaboration between lecturers, students, and village governments in nursing education

Contact Info

Product

Resources

About