Students used real cases from their own clinical training in class. The students present their case, relevant literature and a quantitative research design during class – and get feedback from their fellow students.
I interviewed students before the course started and identified a need to base my teaching on clinical practice. Teaching has to be authentic to increase student motivation and learning. I decided to give students an opportunity to influence the course content by finding their own cases to discuss in class.
After the course, students should be able to:
explain and apply key concepts in a quantitative research process.
classify quantitative data and use analytical and critical assessment to compare this data with current research questions from the literature or from clinical practice.
construct quantitative research questions and combine knowledge of quantitative methods to study and develop clinical practice.
THE PROCESS | |||
Students' preparation | Students had to identify a relevant quantitative problem statement from their own clinical practice, describe it using the PICO framework (patient/population/problem, intervention, comparison and outcome) and propose a relevant quantitative research design. | ||
Teacher's preparation | I prepared a feedback sheet with instructions and suggestions for feedback questions. For example, whether the chosen clinical problem statement was quantifiable, whether there was a connection between the problem statement and the chosen PICO/PIO, and which design(s) could be used. It was also important for me to create a safe and relaxed learning environment, so I baked cookies for the students. | ||
In plenum | Each student presented their case, problem statement, PICO search and quantitative research design. After each presentation, the other students used the feedback sheet to give peer feedback. They had to justify their feedback so that their fellow students could reflect on how the clinical problem statement could be investigated. This also gave the student that presented the problem statement a chance to reflect on their own choices. If students struggled to give feedback, I made some suggestions for the class to discuss. I gave additional feedback if I felt that the students had missed any points from the feedback sheet. | ||
Students were eager to learn despite finding the course content difficult. Students liked the fact that the course content was relevant to clinical practice, their own clinical training and that they could influence what they were taught.
Students liked receiving feedback in this format and liked the opportunity to reflect on what was discussed.
Students found the preparation prior to the presentations very time-consuming.
The feedback process didn’t go quite as smoothly as I had anticipated.
The individual presentations were very time-consuming, especially due to the feedback, dialogue and reflections, although this part of the process was particularly rewarding.
Consider whether group presentations are more time-efficient than individual presentations.
Discuss why peer feedback is valuable and how to give and receive peer feedback prior to the activity. This will improve the feedback process.
Facilitate a relaxed and safe learning environment so that students feel comfortable giving and receiving peer feedback.
| Educator | Lone Dragnes Brix |
| Faculty and department | Health |
| Degree programme | Professional Master’s degree in clinical nursing |
| Level of study | Professional Master’s degree |
| Course/subject | Methods for the Study of Clinical Nursing |
| Number of students | 14 |
| Extent | Session |
| Teaching format | Classroom instruction |
| Implementation | Spring 2024 |
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