Learning Objective #1: describe classroom innovations unique to research methods education in nursing | |||
Learning Objective #2: discuss how refinement of existing teaching strategies is useful in the classroom |
The Great Northeast Cookie Experiment (TGNCE) served as a further refinement of this experiment by combining “numbers and stories” for a quantitative/qualitative component to research design. A descriptive design combined with a qualitative question based on phenomenology helped guide this innovative learning strategy that aided students in learning both basic and complex research concepts.
Eleven undergraduate research students served as a collaborative research team in the design and implementation of the study. This included; a comprehensive literature review, problem statement, purpose, application to the IRB, construction of informed consent, selection of a cohort sample based on power analysis, selection of methods, revisions, and data collection. Students also participated in data analysis in the classroom setting, utilizing SPSS.
These students, having learned collaboratively for three years were able to troubleshoot individual research tasks based on their own self perceived strengths. Mentored research teams in the classroom can serve as a valuable impetus to help students conceptualize the research process and subsequently become willing participants in evidence based practice.