Experiences of Students Enrolled in Integrated Collaborative College/University Programs

Little is known about the student experience in collaborative college/university programs, where students are enrolled in two institutions simultaneously in integrated curriculum designs. This interpretive, descriptive, qualitative study explored these students’ perspectives. Sixty-eight participants enrolled in one of four collaborative programs from three different faculties engaged in student researcher-led focus groups. Results revealed that while all participants valued their respective academic programs, their day-to-day life experiences presented a different story. Some students had perceptions of belonging and thrived in a dual world. Others had perceptions of ambiguous belonging, which contributed to them perceiving themselves through a perpetual lens of being less than university-only students. Issues of how students are invited to engage in the university and college cultures, perceptions of power and control, and daily reminders of being different all contributed to positive or ambiguous student identities. The results raise preliminary questions for universities and colleges regarding how to enhance the student experience in these collaborative programs.  On en connaît peu sur l’expérience des étudiants dans les programmes collégiaux/universitaires collaboratifs, où les étudiants sont inscrits simultanément dans deux institutions dans un modèle de curriculum intégrés. Cette étude qualitative descriptive interprétative explore les perspectives de ces étudiants. Soixante-huit participants se sont inscrits dans l’un des quatre programmes collaboratifs de trois facultés différentes impliqués dans des groupes de discussion de chercheurs dirigés par les étudiants. Les résultats ont révélé que bien que tous les participants apprécient leurs programmes académiques respectifs, leurs expériences quotidiennes ont présenté une histoire différente. Certains étudiants ont eu la perception d’appartenance menant à prospérer dans un monde dual. D’autres ont eu la perception d’une appartenance ambiguë contribuant à percevoir à travers une lentille d’infériorité perpétuelle. Des problèmes sur la façon que les étudiants sont invités à participer dans les cultures universitaires et collégiales, les perceptions de pouvoir et de contrôle, et un rappel quotidien d’être différent ont tous contribué à l’identité positive ou ambiguë des étudiants. Les résultats soulèvent des questions préliminaires pour les universités et collèges sur la façon d’améliorer l’expérience des étudiants

Is it really theoretical? A review of sampling in grounded theory studies in nursing journals

Background Grounded theory is a distinct method of qualitative research, where core features are theoretical sampling and constant comparative analysis. However, inconsistent application of these activities has been observed in published studies. Aim This review assessed the use of theoretical sampling in grounded theory studies in nursing journals. Design An adapted systematic review was conducted. Method Three leading nursing journals (2010–2014) were searched for studies stating grounded theory as the method. Sampling was assessed using a concise rating tool. Results A high proportion (86%) of the 134 articles described an iterative process of data collection and analysis. However, half of the studies did not demonstrate theoretical sampling, with many studies declaring or indicating a purposive sampling approach throughout. Conclusion Specific reporting guidelines for grounded theory studies should be developed to ensure that study reports describe an iterative process of fieldwork and theoretical development

The barriers and facilitators influencing the sustainability of hospital-based interventions: a systematic review

Acknowledgements University of Stirling for providing financial support for open access costs Funding This review was funded by the Chief Scientist Office, grant number GCA/17/26. JC, PC and EAD are employed by the Nursing, Midwifery and Allied Health Professions Research Unit, which is funded by the Chief Scientist Office in Scotland.Peer reviewedPublisher PD

Knowledge ‘Translation’ as Social Learning: Negotiating the Uptake of Research-Based Knowledge in Practice

BACKGROUND: Knowledge translation and evidence-based practice have relied on research derived from clinical trials, which are considered to be methodologically rigorous. The result is practice recommendations based on a narrow view of evidence. We discuss how, within a practice environment, in fact individuals adopt and apply new evidence derived from multiple sources through ongoing, iterative learning cycles. DISCUSSION: The discussion is presented in four sections. After elaborating on the multiple forms of evidence used in practice, in section 2 we argue that the practitioner derives contextualized knowledge through reflective practice. Then, in section 3, the focus shifts from the individual to the team with consideration of social learning and theories of practice. In section 4 we discuss the implications of integrative and negotiated knowledge exchange and generation within the practice environment. Namely, how can we promote the use of research within a team-based, contextualized knowledge environment? We suggest support for: 1) collaborative learning environments for active learning and reflection, 2) engaged scholarship approaches so that practice can inform research in a collaborative manner and 3) leveraging authoritative opinion leaders for their clinical expertise during the shared negotiation of knowledge and research. Our approach also points to implications for studying evidence-informed practice: the identification of practice change (as an outcome) ought to be supplemented with understandings of how and when social negotiation processes occur to achieve integrated knowledge. SUMMARY: This article discusses practice knowledge as dependent on the practice context and on social learning processes, and suggests how research knowledge uptake might be supported from this vantage point

Whole Person Teaching Makes an Effective Baccalaureate Nursing Teacher: Student Voices Enlighten Us

Objectives: The goals of this study were to understand: 1) what makes an effective teacher in each level of the baccalaureate nursing program, 2) what are the skills, attributes and strategies of an effective teacher in both theory and clinical courses, and 3) how does this impact student learning and the student experience in each level of the curriculum?Methods: A qualitative description approach was used. All BScN students at two sites (1000 students) were emailed an invitation to participate in an online survey to identify what makes an effective teacher in the baccalaureate nursing program. Students were also invited to participate in focus groups to discuss what makes an effective teacher and the impact on their learning. It is anticipated that six focus groups of 10 to 12 students will be conducted. Survey and focus group data are analyzed using qualitative content analysis.Findings: A preliminary finding emergent from the data is that students perceive whole person teaching, that is understanding the learner as a whole person, makes an effective teacher. This study has the potential for important impact on students and faculty in baccalaureate nursing programs. The results will be used to plan faculty development initiatives throughout all levels within relevant programs. Findings, conclusions and recommendations will be shared at the conference.Conclusions: Will be available at the time of the conference. Faculty members are learning how to optimally facilitate learning in a new context that embraces a person-centered, problem based, self-directed and small group learning approach. Students are in the best position to articulate what makes an effective teacher in each year of the four year program. Students were eager and empowered to share their perceptions and faculty eager to learn from student voices to optimize student experiences and learning

Managing multiple chronic conditions in the community: a Canadian qualitative study of the experiences of older adults, family caregivers and healthcare providers

Abstract Background The prevalence of multiple chronic conditions (MCC) among older persons is increasing worldwide and is associated with poor health status and high rates of healthcare utilization and costs. Current health and social services are not addressing the complex needs of this group or their family caregivers. A better understanding of the experience of MCC from multiple perspectives is needed to improve the approach to care for this vulnerable group. However, the experience of MCC has not been explored with a broad sample of community-living older adults, family caregivers and healthcare providers. The purpose of this study was to explore the experience of managing MCC in the community from the perspectives of older adults with MCC, family caregivers and healthcare providers working in a variety of settings. Methods Using Thorne’s interpretive description approach, semi-structured interviews (n = 130) were conducted in two Canadian provinces with 41 community-living older adults (aged 65 years and older) with three or more chronic conditions, 47 family caregivers (aged 18 years and older), and 42 healthcare providers working in various community settings. Healthcare providers represented various disciplines and settings. Interview transcripts were analyzed using Thorne’s interpretive description approach. Results Participants described the experience of managing MCC as: (a) overwhelming, draining and complicated, (b) organizing pills and appointments, (c) being split into pieces, (d) doing what the doctor says, (e) relying on family and friends, and (f) having difficulty getting outside help. These themes resonated with the emotional impact of MCC for all three groups of participants and the heavy reliance on family caregivers to support care in the home. Conclusions The experience of managing MCC in the community was one of high complexity, where there was a large gap between the needs of older adults and caregivers and the ability of health and social care systems to meet those needs. Healthcare for MCC was experienced as piecemeal and fragmented with little focus on the person and family as a whole. These findings provide a foundation for the design of care processes to more optimally address the needs-service gap that is integral to the experience of managing MCC

Predictive Analytics and the Return of “Research” Information to Participants

The World Health Organization (WHO) estimates older adults aged 60+ will double by 2050 with 80% living in low to moderate income countries. As remote research studies supported by digital devices increase separation between researchers and participants, it is important to maintain participant trust. Research participants have expressed an interest in accessing both group and individual level results, which are not readily available. To bridge this gap, we engaged residents of a local continuing care senior housing community (CCSHC) to co-design documents used to convey information about study results. The process informed the refinement of informational materials for communicating scientific research that the CCSHC community considers accessible and meaningful