Supervising undergraduate research: A collective approach utilising groupwork and peer support

Baker, Mary-Jane; Cluett, Elizabeth R.; Ireland, Lorraine; Reading, Sheila; Rourke, Sue

doi:10.1016/j.nedt.2013.05.006

Cited by 28 publications

(26 citation statements)

References 14 publications

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“…[24,28] Other previous studies have focused on interaction between students during group supervision, [7] and nursing students' peer-support. [5,12] The participants in this study differ from participants in previous studies focusing on peer support in the field of health care. Most participants in the present study are nursing students, [5,12,24] and only some studies focus on Bachelor students at university.…”

Section: Introductionmentioning

confidence: 94%

“…[5,11] Today one outcome of the students' learning process is the ability to engage in active learning as a member of a group. [12,13] In a thesis group, interaction between peers is emphasized. [5,14] During peer-support students receive support from each other.…”

Section: Introductionmentioning

confidence: 99%

“…This helps with knowledge structuring [16] and with sharing key ideas and findings. [12,17] Peer-support promotes students' learning [14,15] and has been found beneficial for the learning process, both in practical and academic thesis work. [12,18,19] Acting as a peer and providing support to other students has been shown to have a positive effect on problem solving skills [20] and creates a supportive environment, which enables open group interaction.…”

Section: Introductionmentioning

confidence: 99%

“…[12,17] Peer-support promotes students' learning [14,15] and has been found beneficial for the learning process, both in practical and academic thesis work. [12,18,19] Acting as a peer and providing support to other students has been shown to have a positive effect on problem solving skills [20] and creates a supportive environment, which enables open group interaction. [7] Students may help each other by providing constructive comments on thesis drafts, asking questions for clarification of study aims or for comprehension, and by resolving research-related problems together.…”

Section: Introductionmentioning

confidence: 99%

“…[7] Students may help each other by providing constructive comments on thesis drafts, asking questions for clarification of study aims or for comprehension, and by resolving research-related problems together. [1,12,14,[21][22][23] As a result of this, they become more aware of their academic readers. Feedback also makes students aware of the steps of their research.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Students experiences of peer-support during a Master’s thesis process

Kaakinen

Suhonen

Lutovac

et al. 2017

CNS

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Working as an expert in health care requires peer-support skills. The aim of the study is to describe students' (n = 8) experiences of peer-support from other students during their Master's thesis process. This study was a qualitative and the data (n = 29) was collected from the students through a number of repeated open questions during one year. The data were analysed by a qualitative content analysis. The results show that students both received and gave individual and mental peer-support during their Master's thesis process. The results also show that students need to be active in peer-support group such as to share ideas, to discuss openly and to read peers thesis. The peer-support helped the students to formulate research plan and think more critically based on others students' feedback. Peer-support received in a group can help increase opportunities for learning working life skills for Master's thesis students, but further research is needed. More widely in health care, it is important to be aware of the existence of peer-support and discuss how it can be promoted.

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Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Students experiences of peer-support during a Master’s thesis process

Kaakinen

Suhonen

Lutovac

et al. 2017

CNS

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Students as ecologists: Strategies for successful mentorship of undergraduate researchers

Emery

Hund

Burks

et al. 2019

Ecology and Evolution

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Guiding undergraduates through the ecological research process can be incredibly rewarding and present opportunities to break down barriers to inclusion and diversity in scientific disciplines. At the same time, mentoring undergraduate researchers is a complicated process that requires time and flexibility. While many academics receive extensive guidance on how to be successful in research endeavors, we pay much less attention to training in mentorship and working collaboratively with undergraduate students. This paper seeks to provide a framework for successfully collaborating with undergraduates including initial recruitment, development of a contract, fostering student ownership of research projects, and submission of a polished manuscript.

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Finding Inspiration: Sharing Practice and Developing Authentic Multimedia Artifacts for Supervision of Undergraduate Research in Irish Higher Education

Donnelly

McAvinia

McDonnell

2020

International Perspectives on Undergraduate Research

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Supervision is a specialist academic practice that can be learnt through the experience of the practice of supervision itself. However, increasingly, supervisors can find inspiration from each other in structured, supported, collaborative professional development. This Chapter evaluates the perceived impact on faculty and student learning of sharing inspirational practices and creating multimedia artifacts which formed the assessment of an accredited postgraduate module entitled 'Supervising Undergraduate Dissertations and Projects' at a Technological University in Ireland. A range of themes are explored in the Chapter including the increasing demand for this form of professional development for academics; the importance of a peer learning approach for providing inspiration and sharing of practice; the design and development of multimedia artifacts for undergraduate supervision practice and the national context within which this work is situated. Participants were surveyed to explore how they now approach supervision and how they disseminated their multimedia artifact in undergraduate supervision. Findings indicate increased levels of confidence, clearer communication in the supervision conversation, greater emphasis on guiding rather than leading the student, and improved feedback processes.

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Supervising undergraduate research: A collective approach utilising groupwork and peer support

Cited by 28 publications

References 14 publications

Students experiences of peer-support during a Master’s thesis process

Students experiences of peer-support during a Master’s thesis process

Students as ecologists: Strategies for successful mentorship of undergraduate researchers

Finding Inspiration: Sharing Practice and Developing Authentic Multimedia Artifacts for Supervision of Undergraduate Research in Irish Higher Education

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