Exploring Learning Experiences In a Research Class
Purpose: The purpose of this qualitative study was to describe the experiences of undergraduate nursing students’ learning in a research class.
Background: Many nursing students expect courses that focus on anatomy, physiology, and clinical skills, and students are prone to question the reasoning behind a course that does not fit these categories. This lack of interest can make it challenging for faculty to engage students and foster a motivated learning environment. Faculty need to arrange their course to encourage students to put forth more effort through different pedagogical approaches.
Methods: Phenomenology was the framework used in this study. After IRB approval, 10 students were interviewed about their learning experiences in an undergraduate research class.
Results: Preliminary data analysis revealed several emerging themes: Group Work (not first choice, learning from peers and professor, surprised by benefits), Understanding the Importance of Research (learning applicable/transferable skills for future classes), use of baby steps, and professor feedback.
Implications: Understanding more about the experiences of undergraduate nursing students’ learning in a research class is important. Faculty must choose pedagogical approaches that engage students in their learning. The more engaged a learner is the more potential for connecting on deeper level that can be applied and transferred to other experiences in life.
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Simmons, Brittney, "Exploring Learning Experiences In a Research Class" (2017). 2017 Undergraduate Research and Scholarship Conference.