Student Support in Research Capacity Development: One Size Does Not Fit All

Background:

The dynamic relationship between student learning, pedagogy, institutional context and supra-institutional aspects (economics, social, political aspects) necessitate innovative strategies in teaching and learning. These strategies suggest an integrative approach to ensure quality teaching and learning. Research capacity development is not different to other learning experiences. Student characteristics, teaching design and the learning climate are important elements of student support. Innovative student support strategies denote strategies that meet needs in a more effective manner by approaching practices differently or developing new strategies, rather than improving existing strategies. The outcome of innovative strategies is to achieve ‘growth’ in the teaching and learning process, thus developing scholarship of teaching and learning leading to quality education.

In South Africa, many nursing students, both undergraduate and postgraduate come from an educational background where passive reception of information is the dominant pedagogy. This is also not different for those nurses who enrol in informal programmes to develop their research knowledge or capacity. In order to achieve growth and capacity development in research skills the researcher has engaged in activities that created a learning climate and environment that foster critical thinking by using innovative ways of instruction (Harvath 2008).

The pedagogy used in this study is based on a constructivist conceptualisation of learning, which requires students to reflect actively on their previous and current knowledge and experiences in the capacity development process. A process of ‘meaning making’ was used in the process of learning where the facilitator makes meaning of the content in interaction with the students in the teaching process (Merriam, Caffarella & Baumgartner 2007:294–296).

Methods:

A qualitative exploratory-descriptive design was used to explore the experiences of participants regarding the support rendered in their development as researchers. The population consisted of post-basic/postgraduate students engaged in a research project. Data were collected by means of reflective activities where the participants were asked to share their experiences of research capacity development where they were engaged in various and new teaching and learning strategies which expected active involvement. Data were collected from students’ written reflections and were analysed by searching for recurring themes and patterns.

Findings:

The findings revealed that students experienced high levels of anxiety and frustration at the beginning of the programme. However, once they understood the underlying principles of research, they began to understand the implications for their own learning and development. The development of a support system whereby innovative but also a variety of support strategies are used proved to be a need. Students also support each other on cognitive, emotional and social levels, contributing to a smoother transition in research capacity development. The value of mutual support in participative learning, and formal and informal peer support encouraged critical reflections towards research capacity development. Experiencing caring moments enhanced skills acquisition in the process of research capacity development. The study further demonstrated the value of qualitative methods in obtaining students’ perceptions through reflective activities of research capacity development.   

Conclusions:

Eminent from the data is that students require different ways of support. Student support can therefore not be one recipe for all. Emotional, instrumental and information sharing should be planned in such a way that it addresses individual needs within the context it is taking place. Realising the gaps in knowledge levels, the individual affective needs and considering the environment within which the learning will take place will enhance the awareness amongst facilitators to ensure innovations in the support plans.