Developing a multi-method approach to data collection and analysis for explaining the learning during simulation in undergraduate nurse education

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Simulation has become an established feature of undergraduate nurse education and as such requires extensive investigation. Research limited to pre-constructed categories imposed by some questionnaire and interview methods may only provide partial understanding. This is problematic in understanding the mechanisms of learning in simulation-based education as contemporary distributed theories of learning posit that learning can be understood as the interaction of individual identity with context. This paper details a method of data collection and analysis that captures interaction of individuals within the simulation experience which can be analysed through multiple lenses, including context and through the lens of both researcher and learner. The study utilised a grounded theory approach involving 31 under-graduate third year student nurses. Data was collected and analysed through non-participant observation, digital recordings of simulation activity and focus group deconstruction of their recorded simulation by the participants and researcher. Focus group interviews enabled further clarification. The method revealed multiple levels of dynamic data, concluding that in order to better understand how students learn in social and active learning strategies, dynamic data is required enabling researchers and participants to unpack what is happening as it unfolds in action.

Original languageEnglish
Pages (from-to)517-523
Number of pages7
JournalNurse Education in Practice
Volume15
Issue number6
DOIs
Publication statusPublished - 1 Nov 2015

Fingerprint

data analysis
nurse
Nurses
Research Personnel
Learning
Focus Groups
Education
Lenses
simulation
Interviews
Students
learning
education
Problem-Based Learning
Observation
interaction
interview
learning strategy
grounded theory
recording

Cite this

@article{e15bd7c7af36442dbf4d28ed01ef1c87,
title = "Developing a multi-method approach to data collection and analysis for explaining the learning during simulation in undergraduate nurse education",
abstract = "Simulation has become an established feature of undergraduate nurse education and as such requires extensive investigation. Research limited to pre-constructed categories imposed by some questionnaire and interview methods may only provide partial understanding. This is problematic in understanding the mechanisms of learning in simulation-based education as contemporary distributed theories of learning posit that learning can be understood as the interaction of individual identity with context. This paper details a method of data collection and analysis that captures interaction of individuals within the simulation experience which can be analysed through multiple lenses, including context and through the lens of both researcher and learner. The study utilised a grounded theory approach involving 31 under-graduate third year student nurses. Data was collected and analysed through non-participant observation, digital recordings of simulation activity and focus group deconstruction of their recorded simulation by the participants and researcher. Focus group interviews enabled further clarification. The method revealed multiple levels of dynamic data, concluding that in order to better understand how students learn in social and active learning strategies, dynamic data is required enabling researchers and participants to unpack what is happening as it unfolds in action.",
keywords = "Education, Learning, Nursing, Simulation, Socialisation",
author = "Bland, {Andrew J.} and Jane Tobbell",
year = "2015",
month = "11",
day = "1",
doi = "10.1016/j.nepr.2015.07.006",
language = "English",
volume = "15",
pages = "517--523",
journal = "Nurse Education in Practice",
issn = "1471-5953",
publisher = "Churchill Livingstone",
number = "6",

}

TY - JOUR

T1 - Developing a multi-method approach to data collection and analysis for explaining the learning during simulation in undergraduate nurse education

AU - Bland, Andrew J.

AU - Tobbell, Jane

PY - 2015/11/1

Y1 - 2015/11/1

N2 - Simulation has become an established feature of undergraduate nurse education and as such requires extensive investigation. Research limited to pre-constructed categories imposed by some questionnaire and interview methods may only provide partial understanding. This is problematic in understanding the mechanisms of learning in simulation-based education as contemporary distributed theories of learning posit that learning can be understood as the interaction of individual identity with context. This paper details a method of data collection and analysis that captures interaction of individuals within the simulation experience which can be analysed through multiple lenses, including context and through the lens of both researcher and learner. The study utilised a grounded theory approach involving 31 under-graduate third year student nurses. Data was collected and analysed through non-participant observation, digital recordings of simulation activity and focus group deconstruction of their recorded simulation by the participants and researcher. Focus group interviews enabled further clarification. The method revealed multiple levels of dynamic data, concluding that in order to better understand how students learn in social and active learning strategies, dynamic data is required enabling researchers and participants to unpack what is happening as it unfolds in action.

AB - Simulation has become an established feature of undergraduate nurse education and as such requires extensive investigation. Research limited to pre-constructed categories imposed by some questionnaire and interview methods may only provide partial understanding. This is problematic in understanding the mechanisms of learning in simulation-based education as contemporary distributed theories of learning posit that learning can be understood as the interaction of individual identity with context. This paper details a method of data collection and analysis that captures interaction of individuals within the simulation experience which can be analysed through multiple lenses, including context and through the lens of both researcher and learner. The study utilised a grounded theory approach involving 31 under-graduate third year student nurses. Data was collected and analysed through non-participant observation, digital recordings of simulation activity and focus group deconstruction of their recorded simulation by the participants and researcher. Focus group interviews enabled further clarification. The method revealed multiple levels of dynamic data, concluding that in order to better understand how students learn in social and active learning strategies, dynamic data is required enabling researchers and participants to unpack what is happening as it unfolds in action.

KW - Education

KW - Learning

KW - Nursing

KW - Simulation

KW - Socialisation

UR - http://www.scopus.com/inward/record.url?scp=84949184236&partnerID=8YFLogxK

U2 - 10.1016/j.nepr.2015.07.006

DO - 10.1016/j.nepr.2015.07.006

M3 - Article

VL - 15

SP - 517

EP - 523

JO - Nurse Education in Practice

JF - Nurse Education in Practice

SN - 1471-5953

IS - 6

ER -