{"title":"学习研究方法的经验：两所非洲大学护理专业本科生的建议","authors":"Florence Mbuthia , L.J. Mogakwe , Champion Nyoni , Marianne Reid , Winfred Wambui , Simon Githui","doi":"10.1016/j.ijans.2024.100712","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Globally there is increasing demand for high-quality nursing care driven by research and evidence-based practice. Engagement of undergraduate nursing students in research activities identifies experiences and strategies that bring best outcomes in nursing practice. This study sought to establish strategies that will improve research practices among undergraduate nursing students at two African universities.</p></div><div><h3>Methods</h3><p>The study was conducted in University of the Free State (UFS) in South Africa and Dedan Kimathi University of Technology (DeKUT) in Kenya. Nominal group technique (NGT) was used to collect data from 116 undergraduate nursing students (South Africa = 53; Kenya = 63). Participants recruitment involved complete collection sampling with 5 group discussions (South Africa = 2; Kenya = 3). Data analysis involved initial intra-group analysis step done to tally and combine scores for specific ideas. Second step identified top five ideas across groups per institution based on highest scores. Final step compared similarities and differences between the two institutions. Ethical clearance was obtained in both countries.</p></div><div><h3>Results</h3><p>The nominal group results showed top five priorities for the students in Kenya were group work research, calm manner of addressing mistakes, timely feedback from supervisors, standardised assessment, face to face teaching of data analysis software and avoidance of nullification of research projects. South African university students prioritised Student support, knowing expectations, supervisor’s feedback and contact classes, interactive classrooms and breaking down research jargon.</p></div><div><h3>Conclusion</h3><p>The participants reported need for creating supportive learning experiences with peer/teacher mentorship. Timely feedback, structured supervision, and student-centred approach to learning new information in research enrich learners’ positive experience.</p></div>","PeriodicalId":38091,"journal":{"name":"International Journal of Africa Nursing Sciences","volume":"20 ","pages":"Article 100712"},"PeriodicalIF":0.0000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S221413912400057X/pdfft?md5=bbd823af0c901c783328d2562ab46ac4&pid=1-s2.0-S221413912400057X-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Experiences in learning research methods: Recommendations from undergraduate nursing students at two African universities\",\"authors\":\"Florence Mbuthia , L.J. Mogakwe , Champion Nyoni , Marianne Reid , Winfred Wambui , Simon Githui\",\"doi\":\"10.1016/j.ijans.2024.100712\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Globally there is increasing demand for high-quality nursing care driven by research and evidence-based practice. Engagement of undergraduate nursing students in research activities identifies experiences and strategies that bring best outcomes in nursing practice. This study sought to establish strategies that will improve research practices among undergraduate nursing students at two African universities.</p></div><div><h3>Methods</h3><p>The study was conducted in University of the Free State (UFS) in South Africa and Dedan Kimathi University of Technology (DeKUT) in Kenya. Nominal group technique (NGT) was used to collect data from 116 undergraduate nursing students (South Africa = 53; Kenya = 63). Participants recruitment involved complete collection sampling with 5 group discussions (South Africa = 2; Kenya = 3). Data analysis involved initial intra-group analysis step done to tally and combine scores for specific ideas. Second step identified top five ideas across groups per institution based on highest scores. Final step compared similarities and differences between the two institutions. Ethical clearance was obtained in both countries.</p></div><div><h3>Results</h3><p>The nominal group results showed top five priorities for the students in Kenya were group work research, calm manner of addressing mistakes, timely feedback from supervisors, standardised assessment, face to face teaching of data analysis software and avoidance of nullification of research projects. South African university students prioritised Student support, knowing expectations, supervisor’s feedback and contact classes, interactive classrooms and breaking down research jargon.</p></div><div><h3>Conclusion</h3><p>The participants reported need for creating supportive learning experiences with peer/teacher mentorship. Timely feedback, structured supervision, and student-centred approach to learning new information in research enrich learners’ positive experience.</p></div>\",\"PeriodicalId\":38091,\"journal\":{\"name\":\"International Journal of Africa Nursing Sciences\",\"volume\":\"20 \",\"pages\":\"Article 100712\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S221413912400057X/pdfft?md5=bbd823af0c901c783328d2562ab46ac4&pid=1-s2.0-S221413912400057X-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Africa Nursing Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S221413912400057X\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Nursing\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Africa Nursing Sciences","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S221413912400057X","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Nursing","Score":null,"Total":0}
Experiences in learning research methods: Recommendations from undergraduate nursing students at two African universities
Background
Globally there is increasing demand for high-quality nursing care driven by research and evidence-based practice. Engagement of undergraduate nursing students in research activities identifies experiences and strategies that bring best outcomes in nursing practice. This study sought to establish strategies that will improve research practices among undergraduate nursing students at two African universities.
Methods
The study was conducted in University of the Free State (UFS) in South Africa and Dedan Kimathi University of Technology (DeKUT) in Kenya. Nominal group technique (NGT) was used to collect data from 116 undergraduate nursing students (South Africa = 53; Kenya = 63). Participants recruitment involved complete collection sampling with 5 group discussions (South Africa = 2; Kenya = 3). Data analysis involved initial intra-group analysis step done to tally and combine scores for specific ideas. Second step identified top five ideas across groups per institution based on highest scores. Final step compared similarities and differences between the two institutions. Ethical clearance was obtained in both countries.
Results
The nominal group results showed top five priorities for the students in Kenya were group work research, calm manner of addressing mistakes, timely feedback from supervisors, standardised assessment, face to face teaching of data analysis software and avoidance of nullification of research projects. South African university students prioritised Student support, knowing expectations, supervisor’s feedback and contact classes, interactive classrooms and breaking down research jargon.
Conclusion
The participants reported need for creating supportive learning experiences with peer/teacher mentorship. Timely feedback, structured supervision, and student-centred approach to learning new information in research enrich learners’ positive experience.
期刊介绍：
International Journal of Africa Nursing Sciences (IJANS) is an international scientific journal published by Elsevier. The broad-based journal was founded on two key tenets, i.e. to publish the most exciting research with respect to the subjects of Nursing and Midwifery in Africa, and secondly, to advance the international understanding and development of nursing and midwifery in Africa, both as a profession and as an academic discipline. The fully refereed journal provides a forum for all aspects of nursing and midwifery sciences, especially new trends and advances. The journal call for original research papers, systematic and scholarly review articles, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing as related to nursing and midwifery in Africa, technical reports, and short communications, and which will meet the journal''s high academic and ethical standards. Manuscripts of nursing practice, education, management, and research are encouraged. The journal values critical scholarly debate on issues that have strategic significance for educators, practitioners, leaders and policy-makers of nursing and midwifery in Africa. The journal publishes the highest quality scholarly contributions reflecting the diversity of nursing, and is also inviting international scholars who are engaged with nursing and midwifery in Africa to contribute to the journal. We will only publish work that demonstrates the use of rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of nursing and midwifery as it relates to the Africa context.
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