scholarly journals Developing Research Competence in Undergraduate Students through Hands on Learning

2015 ◽  
Vol 2015 ◽  
pp. 1-9 ◽  
Author(s):  
Zoe E. Davidson ◽  
Claire Palermo
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Evidence Based Practice ◽  
Research Unit ◽  
Small Degree ◽  
Evidence Based ◽  
Research Skills ◽  
Nutrition Research ◽  
New Research ◽  
Nutrition And Dietetics

Evidence-based practice is the foundation of nutrition and dietetics. To effectively apply evidence-based practice, health professionals must understand the basis of research. Previous work has identified the lack of involvement of dietitians in research. As part of a curriculum redevelopment in undergraduate nutrition and dietetics courses, research skill teaching was enhanced. This study evaluated the effect of a new, year two level nutrition research methods unit on the perceived research skills of students. The unit consisted of two key components: a student-led class research project and a small group systematic literature review. Prior to commencement and on completion of the course, students completed a modified version of the Research Skills Questionnaire. Results demonstrated that self-perceived competence increased by a small degree in a set of specific research skills as well as in broader skills such as information gathering and handling, information evaluation, ability to work independently, and critical thinking. The new research unit was also evaluated highly on a student satisfaction survey. Despite these positive findings, students indicated that their general feelings towards research or a career in research were unchanged. In summary, this unit enhanced students’ perceived research skills. Further exploration of students’ attitude towards research is warranted.

scholarly journals Improvements in Research Orientation and Reductions in Barriers to Research Utilization among Undergraduate Students in Health Sciences

2018 ◽  
Author(s):  
Andrew Peachey ◽  
Stephanie Baller ◽  
Carolyn Schubert
Keyword(s):  
Undergraduate Students ◽  
Evidence Based Practice ◽  
Research Utilization ◽  
Health Science ◽  
Evidence Based ◽  
Science Students ◽  
Research Skills ◽  
Research Orientation ◽  
Professional Careers ◽  
The Impact

Purpose: Developing research skills while improving research orientation among undergraduate students may increase evidence-based practice later in their professional careers. Method: Undergraduate Health Science students (n=241) participated in a pretest-posttest design to determine the impact of a course that includes team-based, student initiated research projects completed within one semester. Modified versions of the Edmonton Research Orientation Survey (EROS) and the Barriers to Research Utilization Scale (BARRIERS) were completed at the beginning and end of the semesters. Results: Students reported gains in six research skills and improvements in two of the Edmonton Research Orientation Survey subscales: involvement in research and evidence-based practice. Students reported reductions in all four Barriers to Research Utilization Scale subscales: adopter, organization, innovation, and communication. Conclusion: Improvements in research orientation and reductions in perceived barriers due to high-impact learning activities may eventually facilitate evidence-based practice.

scholarly journals Graduates’ affective transfer of research skills and evidence based practice from university to employment in clinics

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
John Willison ◽  
Xiaoxin Zhu ◽  
Baolin Xie ◽  
Xuelin Yu ◽  
Jie Chen ◽  
...  
Keyword(s):  
Evidence Based Practice ◽  
Evidence Based ◽  
Research Skills

Academy of Nutrition and Dietetics Evidence-Based Practice Guideline for the Management of Heart Failure in Adults

2018 ◽  
Vol 118 (12) ◽  
pp. 2331-2345 ◽  
Author(s):  
Toni Kuehneman ◽  
Mary Gregory ◽  
Desiree de Waal ◽  
Patricia Davidson ◽  
Rita Frickel ◽  
...  
Keyword(s):  
Heart Failure ◽  
Practice Guideline ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Nutrition And Dietetics

scholarly journals Using a research coach to enhance evidence-based practice integration in undergraduate nursing

2021 ◽  
Vol 11 (12) ◽  
pp. 73
Author(s):  
Melba Sheila D'Souza
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Case Studies ◽  
Undergraduate Students ◽  
Evidence Based Practice ◽  
Thinking Skills ◽  
Evidence Based ◽  
Problem Solving Skills ◽  
Undergraduate Nursing ◽  
Quasi Experimental

Background and objective: Coaching contributes to the understanding and application of knowledge in nursing practice. This study aims to examine the implementation of a research coach to enhance evidence-based practice integration in undergraduate nursing.Methods: Design: This study used a quasi-experimental non-equivalent post-test-only design. Settings and participants: Forty second-year undergraduate nursing students were invited to participate in the study at a public university in 2019. Methods: The evidence-based practice (EBP) questionnaire was used, and the primary outcomes were attitudes, skills, and capabilities of EBP. The undergraduate students worked with a third-year level research coach to engage in evidence-based nursing using clinical case studies. Results: The findings expressed the students’ readiness to capture, select, and organize their critical thinking skills through case studies and online discussion. Students perceived that they needed versatile skills in the interpretation and application of evidence-based nursing.Conclusions: A research coach played an essential role for novice student nurses in improving decision-making skills and transition to practice in this setting. The research coach model enables critical thinking and problem-solving skills through interaction and case studies.

Student and faculty perceptions of research in nutrition and dietetics: A qualitative investigation.

2014 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Claire Palermo
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Faculty Perceptions ◽  
Skill Development ◽  
Undergraduate Teaching ◽  
Research Skill ◽  
Research Skills ◽  
Dietetic Education ◽  
Formed Part ◽  
Nutrition And Dietetics

Evidence is fundamental to the practice of nutrition and dietetics yet few dietitians pursue research as a career path. The aim of this study was to explore elements of undergraduate teaching and learning in nutrition and dietetics that supports research skills development and inspires students to pursue research. This researched formed part of a process intended to inform curriculum development for undergraduate dietetic education.  In-depth interviews with dietitians (past undergraduate students) pursuing research degrees and academics embedding research skills within their teaching and learning in nutrition and dietetics and other health professions were conducted, transcribed and analysed using thematic analysis.  Eight students and five academics participated in the study. Qualitative analysis revealed three key themes. (i) Research in nutrition and dietetics is fundamental to practice; (ii) There are a number of internal and external cultivators and capacities for research; and (iii) strategies and approaches for research skill development should start early, continue through a curriculum and promote independence. This study identified that students and academics view research as fundamental to the practice of dietetics. Personal drivers as well as external factors enhance involvement in research. Research skills teaching should commence early and be embedded across whole curricula. The findings can be used to create teaching and learning opportunities that support research skill development and inspire dietitians to pursue research.

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