ResearchPrescriptionforUndergraduateStudentsResearchMentoringinaSmallLiberalArtsUniversityAmyLongWhitneyRBischoKathieAduddellTexasLutheranUniversityUnitedStatesofAmericaCorrespondingauthoratTexasLuthe ID: 893534
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ContentslistsavailableatJournalofProfessionalNursingjournalhomepage:www.elsevier.com/locate/jpnu ResearchPrescriptionforUndergraduateStudents:ResearchMentoringinaSmallLiberalArtsUniversityAmyLong,WhitneyR.Bischo,KathieAduddellTexasLutheranUniversity,UnitedStatesofAmerica Correspondingauthorat:TexasLutheranUniversity,NursingDepartment,1000W.CourtSt.,Seguin,TX78155,UnitedStatesofAmerica.E-mailaddress:(A.Long). developing,implementingandevaluatingundergraduatestudentre-searchinanewnursingprogramatasmallliberalartsuniversity.Themanualisatoolforestablishingaclearfocuswithidentiedoutcomes,facilitatingauniformdevelopmentprocessandproductculminatingincompletedstudentresearchwithfacultymentorship.Mentoringhasbeenaneectivestrategyinmanydisciplines,in-cludingnursing,todevelopandenhanceexpertisewithintheprofessionKrause-Parello,Sacrone,Samms,&Boyd,2013).Thisundergraduatestudentresearchprojectemploysmentorshipofthefacultybythere-searchleadinstructorsandmentorshipofthestudentsbythefaculty.Themajorgoalsforthestudentresearchprojectsare:a)toprovideanopportunityforprofessionalgrowththroughdidacticandpracticallearninginresearchandevidence-basedpracticemethodologyandb)increasethecapacityfornursingresearchandevidence-basedpracticewithintheprofessionthroughearlyinitiationandrolemodelingoftherigorsoftheresearchprocess.Developingaresearchmanualthatfacultyandstudentscanusetoguidethemthroughimplementingundergraduatestudentresearchinnursingwasarststepinstandardizingtheprocessestoachievethesegoals.Asecondstrategyinvolvedprofessionaldevelopmentforfacultymentorstoassistwithstudentresearchthroughouttheresearchprocesswiththenalcomponentinvolvingtheintegrationofthenursingprogramintotheseniorstudentuniversitysymposiumfordissemina-tionofresearchandcollaborationamonginterdisciplinaryprofessions.LiteraturereviewAnursingresearchcourseisfoundinmanyprogramsofnursingcurriculumbutournursingprogramwantedtohavetheresearchpro-cessintegratedthroughoutthecurriculumwiththeendresultbeingacompletedresearchstudy.Theresearchfacultyfeltthatactivelyparti-cipatinginresearchwasthebestwaytolearntheresearchprocessandprocedures.Thereviewofliteraturefocusedoncurrentresearchonactivelearningandundergraduateresearch.ActivelearningActivelearningistheprocessofutilizingcourseconceptstoengagestudentsingainingagreaterdepthofunderstandingandimprovedretentionofcontent.Onacontinuumfromleastactivetomostactive,passiveactivitiessuchaslisteningtolectureorreadingchaptersinabookareleastactive.Engagingorparticipatingwiththematerialbyapplyingconceptsandskillslearnedtosolveaproblemareexamplesofactivelearning.Inundergraduatenursingeducation,physicalandin-tellectualskillsaredevelopedandpracticedtohelpstudentsgaindenceinskillperformanceintheclinicalsetting.Providingthissamerobustandengaginglearningexperienceinacourseonnursingresearchwastheintendedgoalthatledtoinclusionofaresearchpro-jectwoventhroughoutthefoursemestersofnursingschool,beginningintherstsemester.Professionalnursinggraduatesareexpectedtobeabletousenur-singresearchndingstoprovidecarethatisevidence-based,aswellasparticipateinresearchtoimprovenursingpracticeandpatientout-comes.Theconceptsofresearcharediculttolearnusingpassivelearningstrategiesasthesubjectiscomplex,itmaybepresentedinawaydierentfrompreviouscoursesandmanystudentsarepre-dis-posedtoviewnursingresearchasdicultorboring(Ayoolaetal.,).Toprovidethebestpossibleactiveandengagingintroductiontonursingresearch,developmentofaresearchableproblem,planningtheresearchstudyandcarryingitoutseemedtobetheoptimalwayforstudentstoapplywhattheylearnedinclasstoarealworldsituation.ThiswasexactlytheteachingstrategydescribedbyeldandDuwhohighlighteddierentwaysstudentlearningmightbeas-sessed,includinglearningbydoingwherestudentsworkasagroupwithafacultymentortodesignandcarryoutasmallscaleresearchstudy(p.190).Further,inhiswidelycitedwork,Kuh(2008)delineatedstrategiestoengagelearnersindierentwayswiththesubjectstheyarestudyingschoolincludinginternships,faculty-mentoredresearchprojects,andservicelearning.UndergraduateresearchTherehavebeenseveralapproachestoteachingresearchdiscussedintheliterature.Onewaytheevidencesuggeststoenhancelearninginanursingresearchcourseiswithaparticipatoryapproach(Kessler&Alverson,2014).Faculty-mentorednursingresearchisoneactivelearningstrategythatintroducesnovicenursingstudentstothecontentofacourseinnursingresearch.Researchfacultyactasmentorsforstudentstooperationalizetheconceptsrelatedtotheresearchprocess.Activeparticipationwithfacultyisaneectivemethodforlearningtheresearchprocessandprovidingfacultyanopportunitytodevelopaprogramofresearch(Wheeler,Hardie,Schell,&Ploweld,2008).Ac-cordingtoMandlecoandSchwartz(2002)participationinares
2 earchprojectisaneectivewaytointroducestu
earchprojectisaneectivewaytointroducestudentstotheresearchprocessandhelpdevelopthebeginningskillsnecessaryforconductingre-search.Itcanalsoencouragestudentstopursuefurthereducationwhileovercomingtheirfearofreading,utilizing,anddevelopingresearch.KesslerandAlverson(2014)statethatplacingstudentsinstudent-fa-cultyresearchprojectscanenhancethestudents'knowledgeofthere-searchprocess.Mentoringhasbeenalong-usedmethodinnursingandinagroupsettingforresearch,eachmembercanbringdierentex-periencesandlevelsofknowledgetosolvingaproblem(Kessler&Alverson,2014).Lookingatmillenniallearners,thesestudentsprefergroupworkandexperientialactivitiesthereforefaculty-studentre-searchmentoringisagreattforthesestudents.(McCurry&Martins,Afterteachingtherstnursingcohort,itwasnotedthatbasicre-searchconceptsneededtobeemphasizedandintegratedearlierinthecurriculum.Theskillsandactivitiesinvolvedintheresearchprocesswerepresentbutnotexplicitlytiedtotheresearchprojectandthereforecausedsomeconfusionwithfacultyandstudents.GuidedbytheBSNEssentialsandtheDierentiatedEssentialCompetencies(TexasBoardofNursing,2011),thelearningactivitieswereidentiedanddevelopedforthevariouscourseswheretheresearchprocessesarealigned.ThecompetenciesfromBSNEssentialIIIthatwereemphasizedinthepro-cesswere:clinicalquestiondevelopment,searchingevidence,colla-borationwithclinicalpartnerstoidentifyproblemsanddisseminationAACN,2008).Thetablebelowidentiesthevariousresearch-asso-ciatedstudentlearningactivities,astheyarethreadedthroughoutthefoursemestersofthenursingprogram.Experienceguidedtheplace-mentofthelearningobjectivesinthemoduleswherethecontentistaughtandevaluated,tiedtotheresearchactivitiestofacilitateun-derstandingoftheresearchconcepts.Inourcurriculum,theconceptofevidence-basednursingprocessutilizingnursingresearchbeginswithEvidence-BasedNursingPracticeIintherstsemester.Amajoroutcomeinthisthree-creditcourseisforthestudenttoapplycriticalthinking,collaboration,independentjudgment,research,anddecisionmakingtoselectedsituationsandplansofcare.Inthiscourse,studentsaretaughtaboutlibrarysearching,APAformatting,andavoidingplagiarism.Asthiscourseisoccurring,thestartoftheresearchprocesshasbegunwithfacultyidentifyingpossibleresearchtopicsforstudents.Thisprocessbeginswiththeleadfacultyfortheresearchcoursespeakingwithallmembersofthefacultytodetermineresearchinterestsandthencomparesthistothelistofedneedsprovidedbythelocalcountyhospital.Allofthefacultythencollaborateonthemostappropriatetopicsforstudentstostudywithhelpfromtheirmentor.TheNursingResearchCoursefallsinthesecondsemesteroftheA.Longetal. junioryearofnursingschool.Inthatcourse,studentsarelearningtheconceptsinresearchwhiletheyareapplyingthemtotheirownin-vestigationfordeeperunderstanding.Withthehelpofallfaculty,theresearchcoursefacultyplacethestudentsintoresearchgroupsofap-proximatelysixtoeightstudentsandassignsthemaresearchtopicthatwaspreviouslyagreeduponbyfacultymentors.Thesmallstudentre-searchgroupsareguidedbyafacultymentorinthedevelopmentofaresearchplan,rstdraftoftheirproposal,andproposalpresentation.Thestudentsaregiventheirgroupsandtheirmentoraroundweektwoorthreeinthenursingresearchcourse.Mentorsmeetwiththeirgroupsapproximatelyeverytwoweeksormoreoftenifneeded.Mentorshaveachecklistinthemanualthattheycompleteastheresearchprocessprogresses.Thechecklisthelpsholdbothmentorsandstudentsac-countableforallaspectsoftheresearchprocess.Duringtheresearchclass,theresearchcoursefacultyintegratetheresearchprojectintotheconceptsbeingtaughtmakingthelearnedconceptmorevaluabletothestudents.Thebiggesthurdleencounteredishelpingthestudentstofocustheirresearchquestion/problemtoonethatisresearchableinthedesignatedtimeframe.Attheendoftheresearchcourse,studentsputtogetheraproposalpresentationoftheirresearchstudentandadraftoftheirproposal.InthethirdsemesterwhenstudentsaretakingLeadershipandManagementinNursing(3credithours),studentssubmitanIRBpro-posalwithintherstfewweeksofthesemester.Uponapproval,thestudents,withassistancefromtheirmentor,startdatacollection.Attheendofthesemesterthestudentssubmittheirnalproposalorrstdraftoftheirresearchreport,dependingupontheirprogress.Finally,thelastsemester,inEvidenced-BasedPracticeII,studentsanalyzetheirdata,writeareportoftheirstudyndingsandpresenttheirresultstotheuniversitycommunityataStudentAcademicSymposium.Publicationandawiderdisseminationofthegroups'ndingsthroughadditionalpresentationsormanuscriptsisoptionalandencouraged.Atthecom-pletionoftheBSNprogram,itisexpectedthatstudentshavepartici-patedandcompletedaresearchstudyorprojectforabetterunder-standingoftheresearchprocessandthevalueofresearchwithinAsfacultyweregoingthroughtheresearchprocess,itbecameevi-dentthatmoreguidancewas
3 needed.Theresearchmanualisaguideandresou
needed.Theresearchmanualisaguideandresourcefornovicefacultyontheresearchprocessandbasicsofstatisticalanalysis.Theresearchmanualthatwascreatedalsoprovidesfacultywithresearchcourseobjectives,expectations,typicalprogres-sionofstudentresearchprojects,andvariousgradingcriteriaforfor-mativeassessmentoftheprojectforthedurationoftheresearchstudy.Themanualbreaksupthestepsoftheresearchprojectbyfourseme-sterswithassignmentsinthedesignatedcourse,includingasuggestedtimelineforfacultytofollow(seeTable1ExpectedoutcomesToday'shighacuity,technologicallymediatedcareenvironmentnancialconsequences(attentiontothebottomline)isdrivingtheneedfornursesatthebedsidetothinkcriticallyaboutthecaretheyprovideandsystematicallyinvestigatethatcaretoimprovepatientoutcomesandreducecosts.Nursingresearchexperienceinnursingschool(BSN)mirrorsthatofotherdisciplinessuchaschemistryandphysics.Whileasnurseswefeeltheneedtosaturatethestudentwithinformationandknowledgeaboutallaspectsofnursingcare,theskillstheylearnthroughdoingresearchwillservethemeverydayoftheircareers.Inclusionofbaccalaureatenursingstudentswithfacultyforamentoredresearchstudycanprovideadeeperunderstandingoftheresearchprocessforthestudent.Thisprocesscancontributetonursingknowledgeandimprovenursingpractice.Amentoredresearchex-periencecanalsocreateareadinessforemploymentandhopefullyanincreasedunderstandingofutilizingresearchinpractice.Collaboratingwithinateamwhilemanagingthespecicsofaresearchstudy,ideallywillenablethestudenttobeanactivememberofaresearchteamupongraduation.Basedonobservation,facultynotedthatthefaculty-studentmentorshipfosterscriticalthinkingandperhapswillincreasestudentinterestinresearch.Participationinresearchprojectsattheunder-graduatelevelwillhopefullyincreasethelikelihoodthatthestudentwillpursuegraduateeducation.Ideally,thisfaculty-studentmentorshipwillimprovetherelationshipwiththelocalcountyhospitalbyhelpingwiththeirresearchneedsandrolemodelingofevidence-basedpracticeforourstudentsandthehospital'snursesasshownbelowintheex-amplestudentresearch.WehopethattheexperiencehasalsoincreasedvisibilityofthenursingprograminourcommunityandawarenessthataqualityBSNeducationpreparingnursesforthefutureisavailableinourruraltown.Weanticipatethatstudentswhocompletearesearchstudyaremoredesirablefutureemployeesinoursurroundinghospitals.ExamplestudentresearchThelocalhospitalwasconcernedaboutnursesnotmobilizingpa-tientsandwasdiscussedatameetingwiththeresearchfaculty.Thehospitalwasunawareofwhattheissuewasastheyhaveamobilityprotocolinplacesoagroupofstudentsusedthisforthestartofaresearchstudy.Thestudentgroupstartedwiththeirliteraturereviewandproposalplanintheirnursingresearchcourse.TheythenappliedIRBapprovalintheirleadershipcoursewithdatacollectionfol-lowingshortlyafterapproval.Thegroupofstudentshandedoutare-liableandvalidsurveytoseveraldierentunitsofthehospitaltooutiftheproblemrestedwiththeattitudes,beliefsorknowledgeofthenurses.Itwasfoundthatoneunithadnegativeattitudesandbeliefsregardingtheprotocolandtherewasnotalackinknowledge(etal.,2018).Thishasledtothehospitalexploringthisissuefurtherandnursesreectingonbestpractices.Thefacultymentorsrolethroughouttheprocesswasguidingthestudentsthroughouttheirresearch,pro-vidingcommunicationbetweenstudentsandthehospital,assistingstudentswithanyissuestheymightruninto.Forexample,thestudentsdidnotreceivealloftheirconsentformsbackwiththeirsurveysthereforetheirmentortooktheopportunitytodiscusstheimportanceofconsentandwhatneededtobedonemovingforward.Otherexamplesoftopicsare:oConcussionKnowledgeAmongParentsofYouthinOrganizedSportsoCordBloodBankingandDonationoEvaluatingtheImpactofanEducationalVideoonGlucoseControloBarrierstoSepsisGuidelinesImplementationoNurseCallLightResponsivenessoMedicationReconciliationoHealthLiteracyinolderadultsoTheRelationshipBetweenanEDBasedGuestAmbassadorProgramandPatientSatisfactionScoresThecreationofthefaculty/studentresearchmanualhasalsostreamlinedthestudentresearchprocessforbothfacultyandstudents.Allfacultyhaveaccesstothemanualbutnovicefacultyaretheoneswhotakeadvantageofthemanual.Theygotothemanualtoreviewthetypesofdatathestudentsarecollectingandwhatstatisticaltestsshouldberan.Theyalsoutilizethemanualtohelpguidethestudentsonthevariousassignmentsthatareturnedinduringtheprocessbecausethisiswheretheycanndthegradingrubricsforeachofthoseassignments.TheintegrationoffacultymentorshipwithundergraduatenursingstudentresearchalignswellwiththeUniversity'sbeliefintheim-portanceofresearchexperienceatthebaccalaureatelevel.Thestudentsreapthebenetsofseeingaprojectfromstarttonishanddevelopanappreciationofhowtheresearchprocesstheylearnedinthesciencesappliestothepracticeofnursing.Theskillstheylearnfromconductingres
4 earchfromtheirveryrstsemestercarryoverto
earchfromtheirveryrstsemestercarryovertotheircapstoneA.Longetal. experiencewheretheymustidentifyaclinicalissue,considerpossiblesolutions,selectthemostfeasibleandeectivealternativeanddevelopateachingplantocommunicatethechosensolutiontothesta.Inthecapstonecourse,thestudentselectstheirprojectfromaneedthattheyhaveidentied,researchalternativesolutionsandpresentachangeincareprocesstoimprovepatientcarequalityandsafety.Examplesofcapstoneprojectsincludeeducatingstaregardingtheimportanceofcleaningcomputersandpersonalcellphonestostopthespreadofbacteria,theimportanceofscrubbingthehuboftheIVportandcon-sequencesifnotdoneproperly,andthecurrentStrokeandATPguidelines.Thestudentsareabletoexperiencethesatisfactionofknowingthatalloftheirhardworktobecomeanurseisresultinginimmediateimprovementsinpatientcare.Theircondenceintheirabilitytotakeonthechallengesofprofessionalnursingispalpableandverysatisfyingforstudentsandmentors.Adkins,K.,Ayers,L.,Catalani,A.,Fagan,K.,Hartman,A.,Kappelmann,K.,...Long,A.BarrierstonurseimplementationofmobilityprotocolatGuadaluperegionalmedicalcenter.UnpublishedmanuscriptAmericanAssociationofCollegesofNursing(2008).Theessentialsofbaccalaureateedu-cationforprofessionalnursingpractice.Washington,DC:AuthorAthanasakis,E.(2013).Nurses'researchbehaviorandbarrierstoresearchutilizationintoclinicalnursingpractice:Acloserlook.InternationalJournalofCaringSciences,6Ayoola,A.B.,Adams,Y.J.,Kamp,K.J.,Zandee,G.L.,Feenstra,C.,&Doornbos,M.M.(2017).Promotingthefutureofnursingbyincreasingzestforresearchinunder-graduatenursingstudents.JournalofProfessionalNursing,33(2),126Kessler,T.,&Alverson,E.(2014).Mentoringundergraduatenursingstudentsinresearch.NursingEducationPerspectives,35(4),262Krause-Parello,C.,Sacrone,A.,Samms,K.,&Boyd,A.(2013).Developingacenterfornursingresearch:Aninuenceonnursingeducationandresearchthroughmentor-NurseEducationinPractice,13,106Kuh,G.D.(2008).High-impacteducationalpractices:Whattheyare,whohasaccesstothem,andwhytheymatter.Washington,D.C.AAC&U:AssociationofAmericanCollegesandMandleco,B.,&Schwartz,R.(2002).Faculty/studentcollaboration:Anapproachtoteachingnursingresearch.NurseEducator,27(2),61McCurry,M.,&Martins,D.(2010).Teachingundergraduatenursingresearch:Acom-parisonoftraditionalandinnovativeapproachesforsuccesswithmillenniallearners.JournalofNursingEducation,49(5),276Melnyk,B.,Gallagher-Ford,L.,Long,L.,&Fineout-Overholt,E.(2014).Theestablishmentofevidence-basedpracticecompetenciesforpracticingregisterednursesandad-vancedpracticenursesinreal-worldclinicalsettings:Procienciestoimprovehealthcarequality,reliability,patientoutcomes,andcosts.WorldviewsonEvidence-BasedNursing,11(1),5eld,T.,&Duy,M.E.(1984).Researchonteachingresearchinthebaccalaureatenursingcurriculum.JournalofAdvancedNursing,9(2),189TexasBoardofNursing(2011).erentiatedessentialcompetenciesofgraduatesofTexasnursingprograms(2010).Austin:Author.(retrieved10/3/2017).Wheeler,E.,Hardie,T.,Schell,K.,&Ploweld,L.(2008).Symbiosisundergraduatere-mentoringandfacultyscholarshipinnursing.NursingOutlook,56(1),9 Table1Theresearchprocesstimelinebysemester.Semester1:evidence-basedprofessionalnursingIModuleCourseobjectiveLearning/teachingstrategies1Applycriticalthinking,collaboration,independentjudgment,research,anddecisionmakingtoselectedsituationsandplansofcare.Librarysearching,plagiarismquiz,APAformatSemester2:nursingresearchforevidence-basedpracticeModuleCourseobjectiveLearning/teachingstrategies3Criticallyevaluatenursingresearchstudiesastotheapplicationandincorporationinevidence-basednursingpractice.Humanparticipantscerticate,articlecritiquepaper,literaturereviewpaper4Outlineanintegratedapproachtoliteraturereviewforevidence-basedpracticeanddevelopingoralpresentationrelatedtoselectedresearchproject.ResearchproposalpresentationSemester3:leadershipandmanagementofnursingcareModuleCourseobjectiveLearning/teachingstrategies4Evaluateleadershipskillsneededtosupervisecarestaandtocoordinatewithotherhealthcareprofessionals.IRBsubmission,datacollectionwithmentorwithinthestudycommunity.WriteupproposalSemester4:evidence-basedprofessionalnursingIIModuleCourseobjectiveLearning/teachingstrategies3Applycriticalthinking,collaboration,independentjudgment,research,anddecisionmakingtoselectedleadershipsituationsandplansofcare,includingdelegationresponsibilitiesCollectandanalyzedatawithmentor,writeupresearchreport4Criticallyreectonthenursingroleandfunctionsrelatedtocaring,teaching/learning,roletheoryanddevelopment,andhealthpromotionandwellnesstodevelopunderstandingofthemutualandinteractiverelationshipofnursingtopeople,health,communities,andhealthcaredeliveryenvironments.PresentresearchreportatseniorstudentacademicsymposiumA.Longetal