{"id":497,"date":"2018-07-03T21:32:15","date_gmt":"2018-07-04T05:32:15","guid":{"rendered":"http:\/\/nursing-informatics.com\/blog\/?p=497"},"modified":"2018-07-03T21:35:30","modified_gmt":"2018-07-04T05:35:30","slug":"collaborative-qualitative-research-as-a-learning-tool-in-nursing-education","status":"publish","type":"post","link":"https:\/\/nursing-informatics.com\/blog\/collaborative-qualitative-research-as-a-learning-tool-in-nursing-education\/","title":{"rendered":"Collaborative Qualitative Research as a Learning Tool in Nursing Education"},"content":{"rendered":"<p style=\"text-align: center;\"><em>by June Kaminski, RN MSN PhD(c)<\/em><br \/>\n<em>CJNI Editor in Chief<\/em><\/p>\n<p>&nbsp;<\/p>\n<h2>Introduction<\/h2>\n<p>Most BSN nursing programs include a course in nursing research. In the program I teach in, two courses are offered: one in qualitative research and the other in quantitative research. The students who come into this program already have a degree in some other discipline ranging from kinesiology to philosophy. As well, the students have developed their writing, research, and critical thinking skills during their first degree, and are technically ready for graduate school. Thus, faculty who teach in this program look for inventive and challenging ways to keep the students\u2019 interest while teaching the program content. One example of this is the research project done in the fall of 2017, and presented in this edition\u2019s paper, <a href=\"http:\/\/cjni.net\/journal\/?p=5696\">A Phenomenological Analysis of the Experience of Nursing Students\u2019 Usage of Various Technologies Within a Hybrid Degree Program.<\/a><\/p>\n<p><a href=\"http:\/\/cjni.net\/journal\/wp-content\/uploads\/2018\/06\/QualitativeResearchProcess.png\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-5789\" src=\"http:\/\/cjni.net\/journal\/wp-content\/uploads\/2018\/06\/QualitativeResearchProcess.png\" alt=\"Qualitative Research Process\" width=\"650\" height=\"574\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p>This research project was one of three major assignments in the program\u2019s Critical Inquiry 2: Qualitative Research course. The official course description outlines: \u201cStudents will enhance their abilities to participate in the research process through critical reflection of various qualitative research methodologies. They will develop their abilities to comprehend, critique, and utilize qualitative data, using appropriate techniques such as clustering and thematic analysis. Students will gain practical knowledge of the many ways in which qualitative research techniques provide a contextual and in-depth understanding of people&#8217;s ways of knowing and experiencing. Students will explore ways to apply research findings to guide reflective evidence-informed nursing practice.\u201d (Critical Inquiry 2: Qualitative Research course outline, 2017, p.1).<\/p>\n<p>In 2017, I organized a research project assignment that all students in the class could participate in. The focus of the study offers meaning for the students themselves and for the program in general.<\/p>\n<p>One unique aspect of this program is that all theory courses are completed online, thus a variety of technologies are used to enhance the online learning including:<\/p>\n<ul>\n<li>The Moodle learning management system (LMS)<\/li>\n<li>Mahara ePortfolios<\/li>\n<li>Tablets and apps<\/li>\n<li>Multimedia programs such as VoiceThread, Educreations, Adobe Spark<\/li>\n<li>Electronic textbooks, resources, and NCLEX practice quizzes<\/li>\n<\/ul>\n<p>Besides offering students a taste of how to design and implement a qualitative research study, the data collected provided rich input into how students perceived the use of technology within the online milieu.<\/p>\n<p>The guidelines for the assignment included the following:<\/p>\n<p>\u201cLearners will participate in a segment of a qualitative research project supervised by the course faculty, for the purpose of actively engaging in some part of the research process. Learners will function as neophyte researchers, to gain experience in the application of a part of the research process in the area of nursing education. In 2017, this project will focus on the use of various technologies in nursing education. The final result of this collaborative work will be a completed study and publication in the Canadian Journal of Nursing Informatics in 2018.<\/p>\n<p>The guiding question for this phenomenological study is: \u201cWhat are nursing students\u2019 experiences of working with various technologies in a hybrid degree program?\u201d<\/p>\n<p>The time frame for each student\u2019s participation will depend on the research task selected. Each section selected includes the final write up of that section for the article for publication. Students will sign up for a task during the first two weeks of the course\u201d (Course syllabus, 2017, p.9).<\/p>\n<p>The study process was divided into nine tasks with a timeline and a maximum number of students who could sign up for a particular task.<\/p>\n<p>The nine tasks included:<\/p>\n<ul>\n<li>Known Background and Philosophy<\/li>\n<li>Study Design<\/li>\n<li>Sampling<\/li>\n<li>Legal and Ethical Considerations<\/li>\n<li>Data Collection Tool<\/li>\n<li>Data Analysis<\/li>\n<li>Literature Review<\/li>\n<li>Findings<\/li>\n<li>Limitations and Conclusions<\/li>\n<\/ul>\n<p>Table 1 below summarizes the nine tasks, timeline and maximum number of participating students.<\/p>\n<figure id=\"attachment_5773\" aria-describedby=\"caption-attachment-5773\" style=\"width: 650px\" class=\"wp-caption aligncenter\"><a href=\"http:\/\/cjni.net\/journal\/wp-content\/uploads\/2018\/06\/research-tasks.png\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-5773\" src=\"http:\/\/cjni.net\/journal\/wp-content\/uploads\/2018\/06\/research-tasks.png\" alt=\"Table 1: Collaborative Research Project Tasks\" width=\"650\" height=\"443\" \/><\/a><figcaption id=\"caption-attachment-5773\" class=\"wp-caption-text\">Table 1: Collaborative Research Project Tasks<\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<p>Within the learning management system, this assignment was set up as a nine-part forum. Each forum section corresponded to one of the nine study tasks.\u00a0 The forum interface was selected so that all students had ready access to the work being done by students in all nine task groups. The students did well in adhering to the timelines as much as possible and the study was concluded by the end of the semester. Some tasks were more challenging than others, but all students seemed to reap benefits from collaborating in this fashion.<\/p>\n<h2><strong>Participant Recruitment<\/strong><\/h2>\n<p>Data was collected using an online anonymous survey tool with 6 demographic and 20 qualitative questions created by the assigned students within the Moodle LMS. All students in the program (semesters 1, 4 and 7) during the fall semester were invited to participate. The invitation included the following message and poster:<\/p>\n<p>\u201cIn Critical Inquiry 2 &#8211; Qualitative Research, learners are participating in the development of a qualitative research project supervised by the course faculty, for the purpose of actively engaging in some part of the research process. Learners are functioning as neophyte researchers, to gain experience in the application of the research process in the area of nursing education. In 2017, this project will focus on the use of various technologies in nursing education. The guiding question for this phenomenological study is: \u201cWhat are nursing students\u2019 experiences of working with various technologies in a hybrid degree program?\u201d<\/p>\n<p>Please participate in this survey by the end of November 10, 2017 by clicking on the link below.\u00a0 We thank you in advance for your participation.\u00a0\u201c<\/p>\n<figure id=\"attachment_5776\" aria-describedby=\"caption-attachment-5776\" style=\"width: 650px\" class=\"wp-caption aligncenter\"><a href=\"http:\/\/cjni.net\/journal\/wp-content\/uploads\/2018\/06\/Adobe-Spark-3.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-5776\" src=\"http:\/\/cjni.net\/journal\/wp-content\/uploads\/2018\/06\/Adobe-Spark-3-683x1024.jpg\" alt=\"Figure 1: Student Recruitment Poster\" width=\"650\" height=\"975\" \/><\/a><figcaption id=\"caption-attachment-5776\" class=\"wp-caption-text\">Figure 1: Student Recruitment Poster<\/figcaption><\/figure>\n<h1><strong>Task Guidelines<\/strong><\/h1>\n<p>A task guide was created for each of the nine research tasks that included directions and links to approximately twenty relevant resources for each task. The following includes excerpts from these nine guides that illustrate how this kind of assignment can be woven into a nursing research course where each task builds on the one(s) before it.<\/p>\n<h2><strong>TASK ONE BACKGROUND AND PHILOSOPHY GUIDE<\/strong><\/h2>\n<p>Once done, \u00a0this section will be 1 to 2 pages long at most.<\/p>\n<ol>\n<li>\n<h3><strong> Introduction and Purpose Statement<\/strong><\/h3>\n<\/li>\n<\/ol>\n<p><strong>NOTE:<\/strong> I will write the final introduction for this paper, but you can begin this part by writing the purpose statement and a bit of introduction.<\/p>\n<p>Here is a script for a good qualitative purpose statement:<\/p>\n<p>\u201cThe purpose of this phenomenological qualitative study is to ______(understand, describe, develop, discover) the ________(central focus) for _______(participants: person, process, groups) at ______________(site).&#8221;<\/p>\n<p><strong>Also tie in the KEY STUDY QUESTION:<\/strong> What are nursing students\u2019 experiences of working with various technologies in a hybrid degree program?<\/p>\n<ol start=\"2\">\n<li>\n<h3><strong> Background \u2013 why is this study important to do?<\/strong><\/h3>\n<\/li>\n<\/ol>\n<p>Brief literature review to look at online education, nursing education, use of technologies in education, etc.<\/p>\n<ol start=\"3\">\n<li>\n<h3><strong>Philosophy &#8211; look at phenomenology and why it fits with this study.<\/strong><\/h3>\n<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"4\">\n<li>\n<h3><strong>Make sure you collect your references and include in APA format to add to the final reference section. <\/strong><\/h3>\n<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong><\/p>\n<h2><strong>TASK TWO STUDY DESIGN GUIDE<\/strong><\/h2>\n<p>Once done this section will be 1 to 2 pages long at most (written together).<\/p>\n<ol>\n<li>\n<h3><strong>Description of the study design \u2013 phenomenological, qualitative and why<\/strong><\/h3>\n<\/li>\n<\/ol>\n<p>This section outlines our overall research design\/methodology. It includes the description of steps in carrying out our research from data collection through data analysis. The narrative in this section is often augmented by a flowchart or diagram that provides an illustration of the various steps involved.<\/p>\n<p>The KEY STUDY QUESTION will be woven into this in Task 1 Background, but you need to keep this in mind as you describe the design since this is the essence of the whole study:<\/p>\n<p>What are nursing students\u2019 experiences of working with various technologies in a hybrid degree program<\/p>\n<p>Explain why phenomenology fits with this study \u2013 lived experience, etc.<\/p>\n<ol start=\"2\">\n<li>\n<h3><strong>Write about the basics of the actual study process for the data collection and analysis (other people will describe the sample and sampling and ethics). <\/strong><\/h3>\n<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong><strong>Keep these points in mind:<\/strong><\/p>\n<p><strong>WHAT WE ALREADY KNOW ABOUT THIS STUDY:<\/strong><\/p>\n<p><strong>SETTING:<\/strong> Moodle<\/p>\n<p><strong>PARTICIPANTS:<\/strong> Semester 1, 4, 7 nursing students<\/p>\n<p><strong>DESIGN:<\/strong> Phenomenology<\/p>\n<p><strong>DATA COLLECTION TOOL:<\/strong> Online anonymous survey tool with 20 qualitative questions<\/p>\n<p><strong>DATA ANALYSIS:<\/strong> Thematic analysis<\/p>\n<p>&nbsp;<\/p>\n<ol start=\"3\">\n<li>\n<h3><strong>Make sure you collect your references and include in APA format to add to the final reference section. <\/strong><\/h3>\n<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<h2><strong>TASK THREE SAMPLING GUIDE<\/strong><strong>\u00a0<\/strong><\/h2>\n<p><strong>Once done this section will be about 1 page long at most (written together). <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>WHAT WE ALREADY KNOW ABOUT THIS STUDY:<\/strong><\/p>\n<p><strong>SETTING:<\/strong> Moodle<\/p>\n<p><strong>PARTICIPANTS:<\/strong> Semester 1, 4, 7 nursing students<\/p>\n<p><strong>DESIGN:<\/strong> Phenomenology<\/p>\n<p><strong>DATA COLLECTION TOOL:<\/strong> Online anonymous survey tool with 20 qualitative questions<\/p>\n<p><strong>DATA ANALYSIS:<\/strong> Thematic analysis<\/p>\n<p><strong>NUMBER OF SEMESTER 1 STUDENTS<\/strong>: 36<\/p>\n<p><strong>NUMBER OF SEMESTER 4 STUDENTS<\/strong>: 38<\/p>\n<p><strong>NUMBER OF SEMESTER 7 STUDENTS<\/strong>: 35<\/p>\n<p>&nbsp;<\/p>\n<ol>\n<li>\n<h3><strong>Outline sample size, how sample will be contacted with rationale for selection of sampling method<\/strong><\/h3>\n<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong><\/p>\n<ol start=\"2\">\n<li>\n<h3><strong>Outline what demographic data will be collected<\/strong><\/h3>\n<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong><\/p>\n<ol start=\"3\">\n<li>\n<h3><strong>Make sure you collect your references and include in APA format to add to the final reference section. <\/strong><\/h3>\n<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong><\/p>\n<h2><strong>TASK FOUR LEGAL-ETHICAL GUIDE<\/strong><\/h2>\n<p><strong>\u00a0<\/strong>Once done this section will be about 1 to 2 pages long at most (written together) plus an informed consent and completed REB application draft.<\/p>\n<p><strong>TASKS:<\/strong><\/p>\n<ol>\n<li>\n<h3><strong>Outline how sample identity and data will be protected (remember all collected data will be anonymous).<\/strong><\/h3>\n<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"2\">\n<li>\n<h3><strong>Design informed consent form (follow the REB guidelines to help you with this).<\/strong><\/h3>\n<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"3\">\n<li>\n<h3><strong>Complete draft REB application and ROMEO Content Guide \u2013 also describe the process used to do these latter two steps in your final write up for the study. <\/strong><\/h3>\n<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"4\">\n<li>\n<h3><strong>Make sure you collect your references and include in APA format to add to the final reference section. <\/strong><\/h3>\n<\/li>\n<\/ol>\n<h2><strong>TASK FIVE DATA COLLECTION TOOL GUIDE<\/strong><\/h2>\n<p><strong>\u00a0<\/strong>Once done this section include a 1 page long (at most) write up about the questions you developed and the actual 20 qualitative questions we will ask (write the questions together).<\/p>\n<ol>\n<li>\n<h3><strong>Description of the qualitative questions developed. <\/strong><\/h3>\n<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong>This section outlines the process you used to develop these questions and why these particular questions were created. Remember to read through the rest of the submissions to the project before you start e.g. Task 1 through 3 (Task 4 is due the same time as yours is).<\/p>\n<p>The <strong>KEY STUDY QUESTION will be woven into this in Task 1 Background, but you need to keep this in mind as you design your actual data collection questions since this is the essence of the whole study:<\/strong><\/p>\n<p>What are nursing students\u2019 experiences of working with various technologies in a hybrid degree program<\/p>\n<p><strong>Remember these are phenomenological questions so you need to delve into student\u2019s perceptions of their experience with the technologies \u2013 lived experience, etc. <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ol start=\"2\">\n<li>\n<h3><strong>Write your 20 questions (another 6 questions will relate to the demographic data outlined by Task 3 group: yours will be open-ended questions focused on student experience). \u00a0<\/strong><\/h3>\n<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong><\/p>\n<ol start=\"3\">\n<li>\n<h3><strong>Make sure you collect your references and include in APA format to add to the final reference section. <\/strong><\/h3>\n<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong><\/p>\n<h2><strong>TASK SIX DATA ANALYSIS GUIDE<\/strong><\/h2>\n<p><strong>\u00a0<\/strong><strong>Once done this section should be about 4 \u2013 6 pages long write up with the analysis of the survey questions (6 demographic, 20 open-ended questions). <\/strong><\/p>\n<p>&nbsp;<\/p>\n<ol>\n<li>\n<h3><strong>Description of the qualitative thematic analysis method <\/strong><\/h3>\n<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong>This section outlines the process you used to analyze these questions and why these it fits phenomenological studies. Remember to read through the rest of the submissions to the project before you start e.g. Task 1 through 5 \u2013 now available as a partial edited paper in the project forum.<\/p>\n<p>The <strong>KEY STUDY QUESTION will be woven into this in Task 1 Background, but you need to keep this in mind as you design your actual data collection questions since this is the essence of the whole study:<\/strong><\/p>\n<p>What are nursing students\u2019 experiences of working with various technologies in a hybrid degree program?<\/p>\n<p><strong>Remember these are phenomenological questions so the analysis needs to delve into student\u2019s perceptions of their experience with the technologies \u2013 lived experience, etc. <\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ol start=\"2\">\n<li>\n<h3><strong>Analyze the 26 questions to summarize the demographic data and interpret the themes shown in the open-ended questions. <\/strong><\/h3>\n<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<ol start=\"3\">\n<li>\n<h3><strong>Make sure you collect your references and include in APA format to add to the final reference section. <\/strong><\/h3>\n<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong><\/p>\n<h2><strong>TASK SEVEN LITERATURE REVIEW GUIDE<\/strong><\/h2>\n<p><strong>\u00a0<\/strong><strong>Once done this section should be about 2 to 4 pages long write up in total.<\/strong><\/p>\n<ol>\n<li>\n<h3><strong>Write a relevant well-synthesized literature review based on the data collected and analyzed:<\/strong><\/h3>\n<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong>This section of the paper provides support from the literature to substantiate the themes that are evident from the participants\u2019 data responses (Task 5) and the analyzed data by the Data Analysis group (Task 6).<\/p>\n<p>The raw data is posted near the bottom of the Task 6 forum page.<\/p>\n<p>The analyzed data will also be posted at the above link by the Task 6 group<\/p>\n<p>You should make sure this flows with the paper that has been written to date (see forum)<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ol start=\"2\">\n<li>\n<h3><strong>Make sure you collect your references and include in APA format to add to the final reference section. <\/strong><\/h3>\n<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong><\/p>\n<h2><strong>TASK EIGHT FINDINGS GUIDE<\/strong><\/h2>\n<p>Once done this section should be about 4 \u2013 6 pages long write up based on the thematic analysis done by Group 6 (Data analysis).<\/p>\n<ol>\n<li>\n<h3><strong>Deeper discussion of the qualitative thematic analysis <\/strong><\/h3>\n<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong>This section summarizes the thematic analysis done by Group 6 in a more synthesized way.<\/p>\n<p>The <strong>KEY STUDY QUESTION will be woven into this in Task 1 Background, but you need to keep this in mind as you discuss the findings (results):<\/strong><\/p>\n<p>What are nursing students\u2019 experiences of working with various technologies in a hybrid degree program?<\/p>\n<p><strong>Remember these are phenomenological questions so the findings need to delve into student\u2019s perceptions of their experience with the technologies \u2013 lived experience, etc. <\/strong><\/p>\n<p><strong>\u00a0<\/strong>The raw data is posted near the bottom of the Task 6 forum page.<\/p>\n<p>The analyzed data will also be posted at the above link by the Task 6 group<\/p>\n<p>You should make sure this flows with the paper that has been written to date (see forum)<\/p>\n<ol start=\"2\">\n<li>\n<h3><strong>Make sure you collect your references and include in APA format to add to the final reference section. <\/strong><\/h3>\n<\/li>\n<\/ol>\n<h2><\/h2>\n<h2><strong>TASK NINE CONCLUSIONS GUIDE<\/strong><strong>\u00a0<\/strong><\/h2>\n<p>Once done this section should be about a 2 pages long write up in total.<\/p>\n<ol>\n<li>\n<h3><strong>Write Recommendations for further study:<\/strong><strong>\u00a0<\/strong><\/h3>\n<\/li>\n<\/ol>\n<p>This section outlines recommendations for more research on this topic based on a) the literature review b) data analysis c) the fact that this is a qualitative and small sample study, etc.<\/p>\n<ol start=\"2\">\n<li>\n<h3><strong>Write Limitations for this study:<\/strong><strong>\u00a0<\/strong><\/h3>\n<\/li>\n<\/ol>\n<p>This section outlines limitations of this study, e.g. small sample, qualitative, exploratory nature, phenomenological (based on perceptions of lived experience), generalizability, etc.<\/p>\n<ol start=\"3\">\n<li>\n<h3><strong>Write Conclusions for this study.<\/strong><strong>\u00a0<\/strong><\/h3>\n<\/li>\n<\/ol>\n<p>Look at all of the work that has been done before (the Task 8 Findings group is working on their section at the same time as you, so you should keep in touch with them to see the directions they are going in as you work).<\/p>\n<p>The raw data is posted near the bottom of the Task 6 forum page.<\/p>\n<p>The analyzed data will also be posted at the above link by the Task 6 group<\/p>\n<p>The literature review will be posted by the Task 7 group:<\/p>\n<p>You should make sure this flows with the paper that has been written to date (see forum)<\/p>\n<h3><strong>4. Make sure you collect your references and include in APA format to add to the final reference section. <\/strong><\/h3>\n<p>&nbsp;<\/p>\n<h2><strong>Benefits of Collaborative Research for Learning<\/strong><\/h2>\n<p>Collaborative and interdisciplinary research has become a common standard for research in health and social sciences, including nursing. This assignment gave the participating students a safe space to practice collaborating by working with specific task teams (two to eight students depending on the complexity of the task) and with all nine task groups. \u201cAn important determinant of a successful collaborative research project is the establishment of a system of communication to get the study accomplished and to avoid free riding. A good system of communication could include a protocol for identifying designated personnel responsible for different tasks\u201d (Delgadillo, 2016, p. 6). \u00a0A secure forum within the Moodle LMS was used to facilitate communication, organization, sharing of work, identifying responsible team members, and monitoring student progress within the nine tasks. As well, each task group was responsible for the final writing associated with their task\u00a0 for the presenting paper. This assured that all members were equal contributors to the disseminated work. Student authors were listed alphabetically with the faculty member name listed last. This collaboration also helped each student feel more comfortable with the scholarly writing for publication process.<\/p>\n<h2>Reference<\/h2>\n<p>Delgadillo, L. (2016). Best Practices for Collaboration in Research. <em>Family and Consumer Sciences Research Journal, 45<\/em>(1), September, 5\u20138.<\/p>\n<p>&nbsp;<\/p>\n<h2>SOURCE<\/h2>\n<p>Kaminski, J. (2018).\u00a0Collaborative Qualitative Research as a Learning Tool in Nursing Education. CJNI- Canadian Journal of Nursing Informatics, 13(2).\u00a0<a href=\"http:\/\/cjni.net\/journal\/?p=5685\">http:\/\/cjni.net\/journal\/?p=5685<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"border-top-left-radius: 2px; border-top-right-radius: 2px; border-bottom-right-radius: 2px; border-bottom-left-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font-style: normal; font-variant-caps: normal; font-weight: bold; font-stretch: normal; font-size: 11px; line-height: 20px; font-family: 'Helvetica Neue', Helvetica, sans-serif; color: #ffffff; background-image: url(data:image\/svg+xml; base64,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); background-size: 14px 14px; background-color: #bd081c; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer; border: none; -webkit-font-smoothing: antialiased; background-position: 3px 50%; background-repeat: no-repeat no-repeat;\">Save<\/span><span style=\"border-top-left-radius: 2px; border-top-right-radius: 2px; border-bottom-right-radius: 2px; border-bottom-left-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font-style: normal; font-variant-caps: normal; font-weight: bold; font-stretch: normal; font-size: 11px; line-height: 20px; font-family: 'Helvetica Neue', Helvetica, sans-serif; color: #ffffff; background-image: url(data:image\/svg+xml; base64,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); background-size: 14px 14px; background-color: #bd081c; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer; border: none; -webkit-font-smoothing: antialiased; background-position: 3px 50%; background-repeat: no-repeat no-repeat;\">Save<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>by June Kaminski, RN MSN PhD(c) CJNI Editor in Chief &nbsp; Introduction Most BSN nursing programs include a course in nursing research. In the program I teach in, two courses are offered: one in qualitative research and the other in quantitative research. The students who come into this program already have a degree in some other discipline ranging from kinesiology to philosophy. As well, the students have developed their writing, research, and critical thinking skills during their first degree, and are technically ready for graduate school. Thus, faculty who teach in this program look for inventive and challenging ways to keep the students\u2019 interest while teaching the program content. One example of this is the research project done in the fall of 2017, and presented in this edition\u2019s paper, A Phenomenological Analysis of the Experience of Nursing Students\u2019 Usage of Various Technologies Within a Hybrid Degree Program. &nbsp; This research project was one of three major assignments in the program\u2019s Critical Inquiry 2: Qualitative Research course. The official course description outlines: \u201cStudents will enhance their abilities to participate in the research process through critical reflection of various qualitative research methodologies. They will develop their abilities to comprehend, critique, and utilize qualitative data, using appropriate techniques such as clustering and thematic analysis. Students will gain practical knowledge of the many ways in which qualitative research techniques provide a contextual and in-depth understanding of people&#8217;s ways of knowing and experiencing. Students will explore ways to apply research findings to guide reflective evidence-informed nursing practice.\u201d (Critical Inquiry 2: Qualitative Research course outline, 2017, p.1). In 2017, I organized a research project assignment that all students in the class could participate in. The focus of the study offers meaning for the students themselves and for the program in general. One unique aspect of this program is that all theory courses are completed online, thus a variety of technologies are used to enhance the online learning including: The Moodle learning management system (LMS) Mahara ePortfolios Tablets and apps Multimedia programs such as VoiceThread, Educreations, Adobe Spark Electronic textbooks, resources, and NCLEX practice quizzes Besides offering students a taste of how to design and implement a qualitative research study, the data collected provided rich input into how students perceived the use of technology within the online milieu. The guidelines for the assignment included the following: \u201cLearners will participate in a segment of a qualitative research project supervised by the course faculty, for the purpose of actively engaging in some part of the research process. Learners will function as neophyte researchers, to gain experience in the application of a part of the research process in the area of nursing education. In 2017, this project will focus on the use of various technologies in nursing education. The final result of this collaborative work will be a completed study and publication in the Canadian Journal of Nursing Informatics in 2018. The guiding question for this phenomenological study is: \u201cWhat are nursing students\u2019 experiences of working with various technologies in a hybrid degree program?\u201d The time frame for each student\u2019s participation will depend on the research task selected. Each section selected includes the final write up of that section for the article for publication. Students will sign up for a task during the first two weeks of the course\u201d (Course syllabus, 2017, p.9). The study process was divided into nine tasks with a timeline and a maximum number of students who could sign up for a particular task. The nine tasks included: Known Background and Philosophy Study Design Sampling Legal and Ethical Considerations Data Collection Tool Data Analysis Literature Review Findings Limitations and Conclusions Table 1 below summarizes the nine tasks, timeline and maximum number of participating students. &nbsp; Within the learning management system, this assignment was set up as a nine-part forum. Each forum section corresponded to one of the nine study tasks.\u00a0 The forum interface was selected so that all students had ready access to the work being done by students in all nine task groups. The students did well in adhering to the timelines as much as possible and the study was concluded by the end of the semester. Some tasks were more challenging than others, but all students seemed to reap benefits from collaborating in this fashion. Participant Recruitment Data was collected using an online anonymous survey tool with 6 demographic and 20 qualitative questions created by the assigned students within the Moodle LMS. All students in the program (semesters 1, 4 and 7) during the fall semester were invited to participate. The invitation included the following message and poster: \u201cIn Critical Inquiry 2 &#8211; Qualitative Research, learners are participating in the development of a qualitative research project supervised by the course faculty, for the purpose of actively engaging in some part of the research process. Learners are functioning as neophyte researchers, to gain experience in the application of the research process in the area of nursing education. In 2017, this project will focus on the use of various technologies in nursing education. The guiding question for this phenomenological study is: \u201cWhat are nursing students\u2019 experiences of working with various technologies in a hybrid degree program?\u201d Please participate in this survey by the end of November 10, 2017 by clicking on the link below.\u00a0 We thank you in advance for your participation.\u00a0\u201c Task Guidelines A task guide was created for each of the nine research tasks that included directions and links to approximately twenty relevant resources for each task. The following includes excerpts from these nine guides that illustrate how this kind of assignment can be woven into a nursing research course where each task builds on the one(s) before it. TASK ONE BACKGROUND AND PHILOSOPHY GUIDE Once done, \u00a0this section will be 1 to 2 pages long at most. Introduction and Purpose Statement NOTE: I will write the final introduction for this paper, but you can begin this part by writing the purpose statement and a bit of introduction. Here is a script for a good qualitative purpose statement: \u201cThe purpose of this phenomenological qualitative study is to ______(understand, describe, develop, discover) the ________(central focus) for _______(participants: person, process, groups) at ______________(site).&#8221; Also tie in the KEY STUDY QUESTION: What are nursing students\u2019 experiences of working with various technologies in a hybrid degree program? Background \u2013 why is this study important to do? Brief literature review to look at online education, nursing education, use of technologies in education, etc. Philosophy &#8211; look at phenomenology and why it fits with this study. &nbsp; Make sure you collect your references and include in APA format to add to the final reference section. \u00a0 TASK TWO STUDY DESIGN GUIDE Once done this section will be 1 to 2 pages long at most (written together). Description of the study design \u2013 phenomenological, qualitative and why This section outlines our overall research design\/methodology. It includes the description of steps in carrying out our research from data collection through data analysis. The narrative in this section is often augmented by a flowchart or diagram that provides an illustration of the various steps involved. The KEY STUDY QUESTION will be woven into this in Task 1 Background, but you need to keep this in mind as you describe the design since this is the essence of the whole study: What are nursing students\u2019 experiences of working with various technologies in a hybrid degree program Explain why phenomenology fits with this study \u2013 lived experience, etc. Write about the basics of the actual study process for the data collection and analysis (other people will describe the sample and sampling and ethics). \u00a0Keep these points in mind: WHAT WE ALREADY KNOW ABOUT THIS STUDY: SETTING: Moodle PARTICIPANTS: Semester 1, 4, 7 nursing students DESIGN: Phenomenology DATA COLLECTION TOOL: Online anonymous survey tool with 20 qualitative questions DATA ANALYSIS: Thematic analysis &nbsp; Make sure you collect your references and include in APA format to add to the final reference section. &nbsp; TASK THREE SAMPLING GUIDE\u00a0 Once done this section will be about 1 page long at most (written together). \u00a0 WHAT WE ALREADY KNOW ABOUT THIS STUDY: SETTING: Moodle PARTICIPANTS: Semester 1, 4, 7 nursing students DESIGN: Phenomenology DATA COLLECTION TOOL: Online anonymous survey tool with 20 qualitative questions DATA ANALYSIS: Thematic analysis NUMBER OF SEMESTER 1 STUDENTS: 36 NUMBER OF SEMESTER 4 STUDENTS: 38 NUMBER OF SEMESTER 7 STUDENTS: 35 &nbsp; Outline sample size, how sample will be contacted with rationale for selection of sampling method \u00a0 Outline what demographic data will be collected \u00a0 Make sure you collect your references and include in APA format to add to the final reference section. \u00a0 TASK FOUR LEGAL-ETHICAL GUIDE \u00a0Once done this section will be about 1 to 2 pages long at most (written together) plus an informed consent and completed REB application draft. TASKS: Outline how sample identity and data will be protected (remember all collected data will be anonymous). &nbsp; Design informed consent form (follow the REB guidelines to help you with this). &nbsp; Complete draft REB application and ROMEO Content Guide \u2013 also describe the process used to do these latter two steps in your final write up for the study. &nbsp; Make sure you collect your references and include in APA format to add to the final reference section. TASK FIVE DATA COLLECTION TOOL GUIDE \u00a0Once done this section include a 1 page long (at most) write up about the questions you developed and the actual 20 qualitative questions we will ask (write the questions together). Description of the qualitative questions developed. \u00a0This section outlines the process you used to develop these questions and why these particular questions were created. Remember to read through the rest of the submissions to the project before you start e.g. Task 1 through 3 (Task 4 is due the same time as yours is). The KEY STUDY QUESTION will be woven into this in Task 1 Background, but you need to keep this in mind as you design your actual data collection questions since this is the essence of the whole study: What are nursing students\u2019 experiences of working with various technologies in a hybrid degree program Remember these are phenomenological questions so you need to delve into student\u2019s perceptions of their experience with the technologies \u2013 lived experience, etc. \u00a0 Write your 20 questions (another 6 questions will relate to the demographic data outlined by Task 3 group: yours will be open-ended questions focused on student experience). \u00a0 \u00a0 Make sure you collect your references and include in APA format to add to the final reference section. \u00a0 TASK SIX DATA ANALYSIS GUIDE \u00a0Once done this section should be about 4 \u2013 6 pages long write up with the analysis of the survey questions (6 demographic, 20 open-ended questions). &nbsp; Description of the qualitative thematic analysis method \u00a0This section outlines the process you used to analyze these questions and why these it fits phenomenological studies. Remember to read through the rest of the submissions to the project before you start e.g. Task 1 through 5 \u2013 now available as a partial edited paper in the project forum. The KEY STUDY QUESTION will be woven into this in Task 1 Background, but you need to keep this in mind as you design your actual data collection questions since this is the essence of the whole study: What are nursing students\u2019 experiences of working with various technologies in a hybrid degree program? Remember these are phenomenological questions so the analysis needs to delve into student\u2019s perceptions of their experience with the technologies \u2013 lived experience, etc. \u00a0 Analyze the 26 questions to summarize the demographic data and interpret the themes shown in the open-ended questions. &nbsp; Make sure you collect your references and include in APA format to add to the final reference section. \u00a0 TASK SEVEN LITERATURE REVIEW GUIDE \u00a0Once done this section should be about 2 to 4 pages long write up in total. Write a relevant well-synthesized literature review based on the data collected and analyzed: \u00a0This section of the paper provides support from the literature to substantiate the themes that are evident from the participants\u2019 data responses (Task 5) and the analyzed data by the Data Analysis group (Task 6). The raw data is posted near the bottom of the Task 6 forum page. The analyzed data will also be posted at the above link by the Task 6 group You should make sure this flows with the paper that has been written to date (see forum) \u00a0 Make sure you collect your references and include in APA format to add to the final reference section. \u00a0 TASK EIGHT FINDINGS GUIDE Once done this section should be about 4 \u2013 6 pages long write up based on the thematic analysis done by Group 6 (Data analysis). Deeper discussion of the qualitative thematic analysis \u00a0This section summarizes the thematic analysis done by Group 6 in a more synthesized way. The KEY STUDY QUESTION will be woven into this in Task 1 Background, but you need to keep this in mind as you discuss the findings (results): What are nursing students\u2019 experiences of working with various technologies in a hybrid degree program? Remember these are phenomenological questions so the findings need to delve into student\u2019s perceptions of their experience with the technologies \u2013 lived experience, etc. \u00a0The raw data is posted near the bottom of the Task 6 forum page. The analyzed data will also be posted at the above link by the Task 6 group You should make sure this flows with the paper that has been written to date (see forum) Make sure you collect your references and include in APA format to add to the final reference section. TASK NINE CONCLUSIONS GUIDE\u00a0 Once done this section should be about a 2 pages long write up in total. Write Recommendations for further study:\u00a0 This section outlines recommendations for more research on this topic based on a) the literature review b) data analysis c) the fact that this is a qualitative and small sample study, etc. Write Limitations for this study:\u00a0 This section outlines limitations of this study, e.g. small sample, qualitative, exploratory nature, phenomenological (based on perceptions of lived experience), generalizability, etc. Write Conclusions for this study.\u00a0 Look at all of the work that has been done before (the Task 8 Findings group is working on their section at the same time as you, so you should keep in touch with them to see the directions they are going in as you work). The raw data is posted near the bottom of the Task 6 forum page. The analyzed data will also be posted at the above link by the Task 6 group The literature review will be posted by the Task 7 group: You should make sure this flows with the paper that has been written to date (see forum) 4. Make sure you collect your references and include in APA format to add to the final reference section. &nbsp; Benefits of Collaborative Research for Learning Collaborative and interdisciplinary research has become a common standard for research in health and social sciences, including nursing. This assignment gave the participating students a safe space to practice collaborating by working with specific task teams (two to eight students depending on the complexity of the task) and with all nine task groups. \u201cAn important determinant of a successful collaborative research project is the establishment of a system of communication to get the study accomplished and to avoid free riding. A good system of communication could include a protocol for identifying designated personnel responsible for different tasks\u201d (Delgadillo, 2016, p. 6). \u00a0A secure forum within the Moodle LMS was used to facilitate communication, organization, sharing of work, identifying responsible team members, and monitoring student progress within the nine tasks. As well, each task group was responsible for the final writing associated with their task\u00a0 for the presenting paper. This assured that all members were equal contributors to the disseminated work. Student authors were listed alphabetically with the faculty member name listed last. This collaboration also helped each student feel more comfortable with the scholarly writing for publication process. Reference Delgadillo, L. (2016). Best Practices for Collaboration in Research. Family and Consumer Sciences Research Journal, 45(1), September, 5\u20138. &nbsp; SOURCE Kaminski, J. (2018).\u00a0Collaborative Qualitative Research as a Learning Tool in Nursing Education. CJNI- Canadian Journal of Nursing Informatics, 13(2).\u00a0http:\/\/cjni.net\/journal\/?p=5685 &nbsp; &nbsp; SaveSave<\/p>\n","protected":false},"author":1,"featured_media":501,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,42],"tags":[190,220,130,14,34,133,8,99,149,211,221,136,153,17],"class_list":["post-497","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","category-research","tag-collaboration","tag-collaborative-research","tag-communication-technologies","tag-editorial","tag-education-2","tag-innovation","tag-june-kaminski","tag-nursing-education","tag-nursing-students","tag-phenomenology","tag-qualitative-research","tag-research","tag-teaching","tag-technology"],"_links":{"self":[{"href":"https:\/\/nursing-informatics.com\/blog\/wp-json\/wp\/v2\/posts\/497","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/nursing-informatics.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/nursing-informatics.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/nursing-informatics.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/nursing-informatics.com\/blog\/wp-json\/wp\/v2\/comments?post=497"}],"version-history":[{"count":4,"href":"https:\/\/nursing-informatics.com\/blog\/wp-json\/wp\/v2\/posts\/497\/revisions"}],"predecessor-version":[{"id":502,"href":"https:\/\/nursing-informatics.com\/blog\/wp-json\/wp\/v2\/posts\/497\/revisions\/502"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/nursing-informatics.com\/blog\/wp-json\/wp\/v2\/media\/501"}],"wp:attachment":[{"href":"https:\/\/nursing-informatics.com\/blog\/wp-json\/wp\/v2\/media?parent=497"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/nursing-informatics.com\/blog\/wp-json\/wp\/v2\/categories?post=497"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/nursing-informatics.com\/blog\/wp-json\/wp\/v2\/tags?post=497"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}