Expanding an Action Research framework for an evidence based mentoring program in nursing: an exploration of cooperative inquiry

Magee, Deborah; Bramble, Marguerite; Stanley, David

doi:10.1080/09650792.2019.1636695

Cited by 6 publications

(2 citation statements)

References 41 publications

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“…To simplify this process, we focused on the form of action research we employed in reference to our cooperative work with the faculty. This cooperative inquiry within action research positions its researchers and its participants (in this case the faculty) not as disconnected entities but as a unit that cohesively participates in the research process (Magee et al, 2020). This particular flavor of action research entails exploring the positions of the involved participants after an initial examination of the problem they wish to address as well as the experiences of the participants after action has occurred (Magee et al, 2020).…”

Section: Methodological and Theoretical Frameworkmentioning

confidence: 99%

“…A frequent tactic employed within action research has been self-reflection on the outcomes of an intervention by participating researchers (Leitch & Day, 2000;Magee, Bramble, & Stanley, 2020). These reflection experiences and opportunities to make choices in the research process are a predominant feature of the early and late phases of collaborative action research in particular (Magee et al, 2020). Within the context of biochemistry, thus far, these particular reflections have only been examined though surveys in the published literature (Loertscher et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Championing the Involvement of Practitioners in the Biochemistry Educational Research Process: A Phenomenological View of the Early Stages of Collaborative Action Research

Nix¹,

Nottolini²,

Caranto³

et al. 2022

IJHE

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The disparity between post-secondary STEM instruction and the practices suggested in education and cognitive research is not a novel issue. Despite evidence-based practices being available to practitioners, traditional lecture-based instruction continues to dominate higher STEM education. In this study, we discussed practitioner involvement in biochemistry education research as a potential means to address the gap between research and practice. We used phenomenology as a lens through which to view faculty experiences of participating in a team-based curricular redesign. We administered a concept inventory to examine undergraduate students’ understanding of key concepts and to identify misconceptions. We captured faculty perspectives and reflections on student data through semi-structured interviews, finding that faculty dissatisfaction with traditional practices were rooted in experiences from early on in their teaching careers. Their students demonstrated a lack of conceptual understanding, similar to findings of other studies in undergraduate biochemistry, and key misconceptions the student population held were identified. When examining students’ conceptual understanding data, the faculty gained new insights into where students struggle in the course that they would not have gained without participation in this project. This reinforced their desire to implement curricular change. These findings add to the available data on students’ conceptual understanding in biochemistry and suggest that shared assessments like concept inventories can unify instructors as they engage in team-based curricular reform.

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Section: Methodological and Theoretical Frameworkmentioning

confidence: 99%