Exploring Sources of Trouble in Research Learning for Undergraduate Nurses

The challenge of discovering the threshold concepts of medical research areas: A bibliometrics-based approach

“…The strong point of this approach is not only the student participation, but also the immediacy that could be useful for identification in hindsight (interviews provide a retrospective point of view). There are several authors that prefer the narrative instead of semistructured interviews as an adequate method when looking for troublesomeness as they allow the students to present their particular stories [33], with no expectations of particular content or answers. Nevertheless, found troublesomeness is not only indicative of a TC as it could also be detected due to a lack of effort or motivation in the students.…”

Threshold Concepts and the Phenomenal Forms

“…The idea that threshold concepts serve as portals into disciplinary participation has become an important one for teachers, learners, and researchers working with the idea. A number of researchers describe how faculty have incorporated threshold concepts into teaching (e.g., Baillie and Johnson 2008;Berg, Erichsen, and Hokstad 2016;Martindale et al 2016;McGowan 2016;Sibbett and Thompson 2008) or considered learners' movements around these concepts (e.g., Cousin 2006;Rattray 2016;Timmermans 2016), or how individuals and groups have attempted to explore and describe the threshold concepts of their disciplines (e.g., Reimann and Jackson 2006;Taylor 2006;Wearn, O'Callaghan, and Barrow 2016). Underscoring these uses of threshold concepts is the idea that making them more explicit enables learners greater access to elements associated with knowledge-making practices and ways of seeing in a discipline through expertise.…”

Rhetoric as Persistently “Troublesome Knowledge: Implications for Disciplinarity

“…how faculty have incorporated threshold concepts into teaching (e.g., Baillie and Johnson 2008;Berg, Erichsen, and Hokstad 2016;Martindale et al 2016;McGowan 2016;Sibbett and Thompson 2008) or considered learners' movements around these concepts (e.g., Cousin 2006;Rattray 2016;Timmermans 2016), or how individuals and groups have attempted to explore and describe the threshold concepts of their disciplines (e.g., Reimann and Jackson 2006;Taylor 2006;Wearn, O'Callaghan, and Barrow 2016). Underscoring these uses of threshold concepts is the idea that making them more explicit enables learners greater access to elements associated with knowledge-making practices and ways of seeing in a discipline through expertise.…”