Supervising undergraduate research: a collective approach utilising groupwork and peer support

Nursing students' expectations of group supervision while writing a bachelor thesis: A pre-post survey

BACKGROUND

Writing a bachelor thesis has a central role in nursing education. Nursing students require both information and academic literacy in order to write their theses, and there is an expectation that these skills will contribute to putting their knowledge into practice.

OBJECTIVES

To describe students' perceptions of the student and supervisor roles and to investigate students' experienced self-efficacy during the supervision of their bachelor thesis.

DESIGN

A cross-sectional pre-post design.

SETTINGS

Four universities were included. All four had bachelor thesis courses organized as a group supervision process, with a student active approach. Nursing students met together one hour prior to meeting with their supervisor, in order to discuss concerns, try to solve upcoming problems, and plan the agenda for the upcoming supervision session.

PARTICIPANTS

A total of 472 undergraduate nursing students were invited to participate.

METHODS

A web-based questionnaire was used, incorporating the Supervision of Thesis Questionnaire and the General Self-Efficacy Scale. Data were collected at two points: before and after the thesis course. Descriptive statistics and frequencies were calculated, and the independent t-test and Mann-Whitney U test were used for analytic analysis.

RESULTS

The response rate was 39 % (160/472) pre-course and 28 % (130/472) post-course. Nursing students had high expectations of supervision at both time points. Students reporting high self-efficacy had higher expectations of the supervisor's knowledge of the subject and the methods, compared to those reporting lower self-efficacy.

CONCLUSIONS

Nursing students reported high expectations for the supervision process, the supervisor, and themselves, both when entering and when ending the bachelor thesis course. Self-efficacy may contribute to these expectations. Active learning in a group (i.e., collaborative learning) may contribute to nursing students' commitment during the group supervision process in a bachelor thesis course. Further studies are warranted on the optimal group composition to support learning during bachelor thesis courses.

Elements of group dynamics that influence learning in small groups in undergraduate students: A scoping review

BACKGROUND

Learning in small groups is a frequent activity in undergraduate programs to enrich learning, as well as in nursing programs during clinical experiences. Being in a small group adds elements of group dynamics that influence learning. Research into the influence of these elements on learning in small groups is not clear in the literature. This makes it challenging for educators to promote the optimal environment for learning.

OBJECTIVE

To explore the literature on elements of group dynamics that influence learning in small groups among undergraduate students.

DESIGN AND DATA SOURCES

A scoping review was performed, inspired by the five-stage approach of Arksey and O'Malley and the methodology outlined by the Joanna Briggs Institute. Various databases were used including CINAHL, ERIC, psycINFO, PubMed and Science Direct.

REVIEW METHOD

Our research question was: What are the elements of group dynamics that influence learning in small groups among undergraduate students? At least two authors analyzed the relevant studies and data were extracted to describe the elements of group dynamics that influence learning in small groups among undergraduate students.

RESULTS

Thirty papers were included in our review. Five elements emerged: engagement, openness, support, quality of communication and style of dominant behavior.

CONCLUSIONS

The results suggested the utilization of these elements in establishing a group dynamic favorable for learning in small groups. Since little research has been done into group dynamics in nursing education, it was useful to explore this concept in other disciplines. Further research is needed with a focus on clinical education for nursing students.

Students as ecologists: Strategies for successful mentorship of undergraduate researchers

Guiding undergraduates through the ecological research process can be incredibly rewarding and present opportunities to break down barriers to inclusion and diversity in scientific disciplines. At the same time, mentoring undergraduate researchers is a complicated process that requires time and flexibility. While many academics receive extensive guidance on how to be successful in research endeavors, we pay much less attention to training in mentorship and working collaboratively with undergraduate students. This paper seeks to provide a framework for successfully collaborating with undergraduates including initial recruitment, development of a contract, fostering student ownership of research projects, and submission of a polished manuscript.

Analysis of and reflection on bachelor thesis in nursing students: A descriptive study in Spain

INTRODUCTION

The bachelor thesis, a final year subject to obtain a nursing degree, presents an ideal opportunity for the development and assessment of professional competencies. Thus, it is necessary to specify that the structure of the bachelor thesis works as an element of review and reflection from both a pedagogical and professional perspective.

OBJECTIVE

To analyse the main elements of the bachelor thesis in the nursing degree 2015-16 in Spain.

METHODOLOGY

A transversal descriptive study was conducted using a quantitative documentary analysis via study guides or grade reports. The variables were the main academic elements of the bachelor thesis subject (credits, competencies, learning outcomes, contents, methodologies, training activities and assessment). A probabilistic sample of 66 institutions was studied using descriptive statistics with statistical measures of central tendency and measures of variability.

RESULTS

The results showed a maximum range of 12 and a minimum of 6 European Credit Transfer and Accumulation System. The definition and number of competencies to be developed varied and the learning outcomes were formulated in only 40.9% of the guides consulted. The most widely used teaching methodologies and training activities were academic supervision (87.9%) and autonomous work (80.3%). Regarding types of work, basic investigation (34.8%), care plans (33.3%) and literature review (30,3%) ranked highest. No specific descriptors could be linked to the contents. Finally, two main assessment tools were found: process and product. The rubric is presented as a main element of the assessment.

DISCUSSION AND CONCLUSIONS

The bachelor thesis is conceived as autonomous, personal and original academic work. But no homogeneity was observed in the key development elements such as competencies, teaching strategies, or type of bachelor thesis. Therefore, the findings from the analysis and the bibliographic review are presented as recommendations as regards the outcome, structure and/or teaching elements linked to the bachelor thesis.

Call to Publish in an Undergraduate Medical Course: Dissemination of the Final-Year Research Project

PROBLEM

Today's medical doctors must not only have the clinical skills to treat patients effectively but also keep current with new advances in medicine and critically analyze evidence to choose the best treatments and explain the risks and benefits of different options. In this article, we aim to share the approach taken at a Portuguese medical school to promote a close connection between research and learning.

INTERVENTION

In a blended-learning approach, students studied research and scientific methods and undertook one of three faculty-supervised research and dissemination projects. To support immediate application of new research knowledge, students were offered optional short lectures and problem sets. All course information was featured on a website that also supported a discussion forum. We analyzed 1,350 theses leading to the medical degree, defended in six consecutive academic years (2007-2013). Our aim was to estimate the publication rates and factors associated with publication of the final-year undergraduate research projects.

CONTEXT

The present research curriculum was developed at the University of Porto Faculty of Medicine as part of the Bologna process curriculum implemented in the 2007-2008 academic year. From May to June 2014 we looked for corresponding articles published over the period of September 2007 to April 2014. We searched PubMed, Scielo, Scopus, and IndexRMP databases to locate publications resulting from student theses.

OUTCOMES

Over 6 years, the diffusion of knowledge produced by medical students, who engaged in clinical practice concurrently with research projects, was fairly low (10.4%). Program modifications that increased student accountability and engagement allowed for an increased rate of publication from 1.0% to 23.9%. Factors associated with publication were research area, publication as a performance assessment criterion, and publication language.

LESSONS LEARNED

The results of this study suggest that it is helpful to provide research opportunities that allow aspiring future medical doctors to begin their research careers. Further research is needed to understand difficulties students and supervisors face in project development and to achieve greater balance in topic coverage among projects and, consequently, in departmental involvement in the program.

Assessment of bachelor's theses in a nursing degree with a rubrics system: Development and validation study

BACKGROUND

Writing a bachelor thesis (BT) is the last step to obtain a nursing degree. In order to perform an effective assessment of a nursing BT, certain reliable and valid tools are required.

OBJECTIVES

To develop and validate a 3-rubric system (drafting process, dissertation, and viva) to assess final year nursing students' BT.

DESIGN

A multi-disciplinary study of content validity and psychometric properties. The study was carried out between December 2014 and July 2015.

SETTINGS

Nursing Degree at Universitat Jaume I. Spain.

PARTICIPANTS

Eleven experts (9 nursing professors and 2 education professors from 6 different universities) took part in the development and content validity stages. Fifty-two theses presented during the 2014-2015 academic year were included by consecutive sampling of cases in order to study the psychometric properties.

METHODS

First, a group of experts was created to validate the content of the assessment system based on three rubrics (drafting process, dissertation, and viva). Subsequently, a reliability and validity study of the rubrics was carried out on the 52 theses presented during the 2014-2015 academic year.

RESULTS

The BT drafting process rubric has 8 criteria (S-CVI=0.93; α=0.837; ICC=0.614), the dissertation rubric has 7 criteria (S-CVI=0.9; α=0.893; ICC=0.74), and the viva rubric has 4 criteria (S-CVI=0.86; α=8.16; ICC=0.895).

CONCLUSION

A nursing BT assessment system based on three rubrics (drafting process, dissertation, and viva) has been validated. This system may be transferred to other nursing degrees or degrees from other academic areas. It is necessary to continue with the validation process taking into account factors that may affect the results obtained.

Evaluation of a model of dissertation supervision for 3rd year B.Sc. undergraduate nursing students

All English universities now offer an all degree undergraduate nursing programme. Many currently use an individual supervision model to support final year dissertation students, but with increased numbers and limited resources new models of supervision are needed. This study evaluated a mixed (group and individual) model of dissertation supervision to determine its effectiveness for a large group of undergraduate nursing students. A sample of 3rd year students and their supervisors were selected from one large university. An evaluation survey was conducted using anonymous internet-based questionnaires and focus groups. The data was analysed using Survey Monkey, SPSS and thematic analysis. A 51% (n = 56/110) response rate (students) and 65% (n = 24/37) for supervisors was obtained. The majority of students and supervisors were satisfied with the new model. There was a mixed response to the group workshops and supervision groups. Three themes emerged from the qualitative data: engaging with the process, motivation to supervise and valuing the process. The supervision process is a struggle but both parties gained considerably from going through the process. In conclusion, a mixed model of supervision together with a range of other learning resources can be an effective approach in supporting students through the dissertation process.