Guided Design: Evaluation of a Model for Teaching Nursing Research

Implications of the Situated Learning Model for Teaching and Learning Nursing Research

Situated learning theory is gaining increased attention in the fields of human cognition and learning. The authors discuss the key researchers and basic assumptions of situated learning, and outline implications for the design and development of instruction. The authors describe how they applied the situated model to teaching and learning nursing research, an area identified as problematic for staff, administrators, and educators. They describe their personal observations and discuss feedback from participants at the workshop. The authors conclude that the situated model is useful for exposing nurses with little prior research experience to this domain of knowledge.

Nurse teachers and research

This paper explores issues relating to the role of the nurse teacher in teaching and supporting research activity. Drawing on results from a survey of nurse teachers in four colleges of nursing in England (n = 126), nurse teachers' attitudes to research are explored and the implications in developing research in nurse education considered. This exploration builds on a previous review of nurse teachers' roles in research in one college of nursing (Clifford 1993) and focuses on the implications of the findings in the context of the move of nurse education into higher education.

A strategy for teaching research to adult branch diploma students

Given the requirement for diploma students to 'use relevant literature and research to inform the practice of nursing' (Statutory Instrument No. 1456 1989 p 5), it is imperative that nurse educators develop effective strategies to promote student interest in research, and develop the knowledge and skills required to understand and use research in practice. This article presents the teaching strategy developed for adult branch students at one college of nursing. The strategy is based on the use of journal clubs and presentations of individuals' research. Both the organizational strategy, and the process adopted are described in some detail. A discussion on the underlying rationale and an evaluation to date are incorporated.

Research curricula in critical care fellowships--a survey

OBJECTIVES

To determine curriculum requirements and educational methods used by Critical Care fellowship training programs in fulfilling Residency Review Committee requirements for a research experience during Critical Care subspecialty training.

DATA SOURCE

Responses from 163 (67%) of the 245 directors of accredited Anesthesiology, Medicine, Pediatric, and Surgical Critical Care fellowship training programs listed in the American Medical Association Graduate Medical Education Directory.

DATA EXTRACTION

Survey information accepted as valid for each program was tabulated to answer study questions.

DATA SYNTHESIS

Most (89%) Critical Care programs with 2- or 3-yr curricula meet Residency Review Committee requirements and provide nonclinical time for research. Only 63% of 1-yr curricula from Anesthesiology and Medicine provide a required research experience. Formal instruction in research topics is provided by lecture, journal club, or research conference in approximately 90% of fellowships. Academic productivity from fellowship programs is high, but not correlated with a program's requirement for research.

CONCLUSION

Compliance with current Residency Review Committee requirements for active participation in research is poor for 1-yr fellowship curricula. Reasons for this failure are discussed and a modified requirement is proposed.

Effects of guided design and lecture teaching strategies on knowledge recall and on problem-solving performance of student nurses

The purpose of this study was to compare the effect of guided design and lecture teaching strategies on the clinical problem-solving performance of first quarter student nurses. The guided design treatment (written simulations and small group interaction) was selected especially with a view of developing new approaches to teaching nursing diagnosis. A total of 50 students, enrolled in Fundamentals of Nursing, were randomly assigned to two treatment groups: guided design and lecture. Each group received 10 hours of instruction. Treatment groups remained intact for 6 weeks of clinical practice following instruction. Recall knowledge of the nursing process was measured by an objective examination, and performance in problem solving was measured through the use of a care plan evaluation tool. Data were analyzed using analysis of variance and t-tests. Students taught by guided design scored significantly higher than those taught by lecture in preparing a patient care plan for an actual patient and for a simulated patient. Knowledge of the nursing process as tested by an objective examination was not significantly different for the two treatment groups.