Innovative teaching in turbulent times: The benefits of faculty–student collaboration in a graduate healthcare management course

Abstract

In this article we share our experience of successfully changing our teaching and assignment methods by combining scientific research and student learning, with both students and faculty benefitting. Students applied their course material in a practical assignment collecting nursing faculty study data. In a survey following the course completion, students expressed their satisfaction and described how their knowledge base from the course material came to life when carrying out the course assignment. The core lesson we learned and share here with readers is that there are, without a doubt, underutilized opportunities for combining student course assignments with scientific research of faculty.