Abstract
<p>A qualitative study of nursing students' experience of new learning activities in critical evaluation of quantitative research articles<strong> </strong></p><p>Evidence-Based Practice is a vital part of professional health care and nurses need to have knowledge of research. This article presents nursing students' experience with new learning activities in critical evaluation of quantitative research articles. This experience was studied in focus group interviews with second-year nursing students. The students described it as challenging to understand the various quantitative designs and statistical methods. Specific requirements in the learning activities, constructive feedback, relevance and conformity between learning activities and assessments seem to promote the targeted learning outcome. How students' knowledge and skills are received in practice seems to affect students' attitudes and behavior in relation to the application of research results. To increase evidence-based practice there appears to be a need for innovative processes that can strengthen the cooperation between the nursing education and the field of practice.</p>
Highlights
Learning outcome; focus group interview; learning activities; evidence based practice; innovation
A qualitative study of nursing students' experience of new learning activities in critical evaluation of quantitative research articles Evidence-Based Practice is a vital part of professional health care and nurses need to have knowledge of research
This article presents nursing students' experience with new learning activities in critical evaluation of quantitative research articles. This experience was studied in focus group interviews with second-year nursing students
Summary
Alle studenter (N = 35) som våren 2011 gjennomførte undervisning i kvantitativ metode og kritisk vurdering av kvantitativ forskningsartikkel, ble invitert til å delta i studien. På det andre analysenivået ble meningsbærende beskrivelser av de fenomener som fokusgruppediskusjonen belyste og som kunne gi kunnskap om problemstillingene markert med ulike farger. På det tredje analysenivået ble innhold i de potensielle kodene diskutert og kritisk vurdert. På det fjerde analysenivået ble menings sammenhenger i ulike tema diskutert og kritisk vurdert opp mot helhetsinntrykket av datamaterialet. Empirien viste at vi hadde belyst tema knyttet til: 1) Reaksjon Hvordan opplevde studentene læringsaktivitetene, 2) Læring – Hvilke læringsutbytte oppnådde studentene, 3) Adferd – Hvordan ble studentenes atferd påvirket av fokus på forskningsbasert kunnskap i praksis.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have