Gilmartin, J and Esterhuizen, P orcid.org/0000-0003-2470-8145 (2018) Shifting pedagogical priorities in facilitating mixed methods research including postgraduate student’s reflections. In: GSTF Journal of Nursing and Health Care. 5th Annual World Nursing Conference, 24-25 Jul 2017, Singapore. Global Science and Technology Forum
Abstract
Teaching mixed methods research for quality improvement and translating evidence base practice to address meaningful change has become increasingly popular. In times of evidence-based and data-driven calls for improvement, it is important to provide students with knowledge and skills about mixed methods research that will help with the translation of research into practice. The literature identifies diverse pedagogical challenges that students face within mixed methods classrooms. Students are not usually equipped in both qualitative and quantitative approaches. The knowledge gap can result in deep pedagogical challenges compromising student’s ability to fully understand the mixed methods paradigm. Although we are shifting from a teacher centered (pedagogical) to a learner centered, self-directed approach (anagogical) student reluctance to engage with blackboard activities and critical appraisal of mixed methods design and papers persist.
The present study explores the student perception about learning mixed methods research by collecting written reflections at the end of a mixed methods post graduate study day and across a post graduate module on mixed methods research. A reflective teaching-learning methodology was employed aligned to the self-inquiry model. Using a systematic framework for content data analysis, two distinct categories were revealed. These relate to ‘barriers’ and ‘enablers’ that influenced the quality of the learning event. The data analysis yielded four themes including ‘grappling with mixed methods research’, ‘classroom challenges’ moving to ‘creative engagement with mixed methods’ and ‘pedagogic teacher –student interactions’. To tackle the myriad of challengesencountered, innovative teaching strategies and thesustainability of student centered approaches will beconsidered to lever up and empower the learning climatein mixed methods classrooms and build a pedagogicalculture.
Metadata
Item Type: | Proceedings Paper |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2017, The Author(s). This is an open access article under the terms of the Creative Commons Attribution Non-Commercial (CC BY-NC 3.0) license that allows reuse subject only to the use being non-commercial and to the article being fully attributed (http://creativecommons.org/licenses/by-nc/3.0) to GSTF. |
Keywords: | mixed methods research; pedagogical challenges; student reflections; innovative teaching strategies |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Healthcare (Leeds) > Nursing Adult (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 04 Apr 2017 09:37 |
Last Modified: | 23 Jun 2023 22:26 |
Status: | Published |
Publisher: | Global Science and Technology Forum |
Identification Number: | 10.5176/2345-718X_5.1.154 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:114486 |