Finding and using evidence in academic assignments

The bane of student life

Debbie Roberts, Karen Ousey

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Within schools of nursing, students are expected to produce academic assignments which demonstrate their abilities, to find, appraise and apply research findings in clinical practice. The main objective of academic education is to develop lifelong learning skills in the student (Jerlock et al., 2003) with lecturers being expected to educate students who are competent, knowledgeable, and able to successfully complete both academic and clinical assignments and assessments. However, little is known about how student nurses acquire such skills or whether they perceive such skills to be valuable to their future role as qualified nurses. Aims: To explore student nurses' experiences of learning to search for and use evidence in order to support their academic assignments, and unearth their perceptions of the value of such skills to their future role as qualified nurses. Methods: An exploratory pilot study at two schools of nursing in the United Kingdom, using questionnaires, with a sample size of 110, Year 3 nursing students from adult and children's nursing fields of practice. Findings: The findings indicate that students value specific teaching sessions (taught by members of library staff) delivered at the beginning of the programme. Students make good use of in-house search engines where these are provided and are mainly searching for nursing literature with a small minority appearing to have no clear search strategy. Students appear to associate literature searching skills as potentially valuable in their future role as a qualified nurse, however, consider that such skills are more closely associated with further academic study rather than with clinical practice. Conclusion: It seems that more work is required by educators in order to help students to associate literature searching skills with nursing practice.

Original languageEnglish
Pages (from-to)333-340
Number of pages8
JournalNurse Education in Practice
Volume11
Issue number5
DOIs
Publication statusPublished - 1 Sep 2011

Fingerprint

Students
nursing
Nurses
evidence
nurse
student
School Nursing
Nursing
Nursing Students
Learning
Search Engine
Aptitude
studies (academic)
Sample Size
Libraries
lifelong learning
Teaching
search engine
school
Values

Cite this

@article{103c5659a0ff4bfd82c47dfc389a6807,
title = "Finding and using evidence in academic assignments: The bane of student life",
abstract = "Within schools of nursing, students are expected to produce academic assignments which demonstrate their abilities, to find, appraise and apply research findings in clinical practice. The main objective of academic education is to develop lifelong learning skills in the student (Jerlock et al., 2003) with lecturers being expected to educate students who are competent, knowledgeable, and able to successfully complete both academic and clinical assignments and assessments. However, little is known about how student nurses acquire such skills or whether they perceive such skills to be valuable to their future role as qualified nurses. Aims: To explore student nurses' experiences of learning to search for and use evidence in order to support their academic assignments, and unearth their perceptions of the value of such skills to their future role as qualified nurses. Methods: An exploratory pilot study at two schools of nursing in the United Kingdom, using questionnaires, with a sample size of 110, Year 3 nursing students from adult and children's nursing fields of practice. Findings: The findings indicate that students value specific teaching sessions (taught by members of library staff) delivered at the beginning of the programme. Students make good use of in-house search engines where these are provided and are mainly searching for nursing literature with a small minority appearing to have no clear search strategy. Students appear to associate literature searching skills as potentially valuable in their future role as a qualified nurse, however, consider that such skills are more closely associated with further academic study rather than with clinical practice. Conclusion: It seems that more work is required by educators in order to help students to associate literature searching skills with nursing practice.",
keywords = "Evidence based practice, Literature, Nurse education, Pilot study, Referencing",
author = "Debbie Roberts and Karen Ousey",
year = "2011",
month = "9",
day = "1",
doi = "10.1016/j.nepr.2011.03.004",
language = "English",
volume = "11",
pages = "333--340",
journal = "Nurse Education in Practice",
issn = "1471-5953",
publisher = "Churchill Livingstone",
number = "5",

}

Finding and using evidence in academic assignments : The bane of student life. / Roberts, Debbie; Ousey, Karen.

In: Nurse Education in Practice, Vol. 11, No. 5, 01.09.2011, p. 333-340.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Finding and using evidence in academic assignments

T2 - The bane of student life

AU - Roberts, Debbie

AU - Ousey, Karen

PY - 2011/9/1

Y1 - 2011/9/1

N2 - Within schools of nursing, students are expected to produce academic assignments which demonstrate their abilities, to find, appraise and apply research findings in clinical practice. The main objective of academic education is to develop lifelong learning skills in the student (Jerlock et al., 2003) with lecturers being expected to educate students who are competent, knowledgeable, and able to successfully complete both academic and clinical assignments and assessments. However, little is known about how student nurses acquire such skills or whether they perceive such skills to be valuable to their future role as qualified nurses. Aims: To explore student nurses' experiences of learning to search for and use evidence in order to support their academic assignments, and unearth their perceptions of the value of such skills to their future role as qualified nurses. Methods: An exploratory pilot study at two schools of nursing in the United Kingdom, using questionnaires, with a sample size of 110, Year 3 nursing students from adult and children's nursing fields of practice. Findings: The findings indicate that students value specific teaching sessions (taught by members of library staff) delivered at the beginning of the programme. Students make good use of in-house search engines where these are provided and are mainly searching for nursing literature with a small minority appearing to have no clear search strategy. Students appear to associate literature searching skills as potentially valuable in their future role as a qualified nurse, however, consider that such skills are more closely associated with further academic study rather than with clinical practice. Conclusion: It seems that more work is required by educators in order to help students to associate literature searching skills with nursing practice.

AB - Within schools of nursing, students are expected to produce academic assignments which demonstrate their abilities, to find, appraise and apply research findings in clinical practice. The main objective of academic education is to develop lifelong learning skills in the student (Jerlock et al., 2003) with lecturers being expected to educate students who are competent, knowledgeable, and able to successfully complete both academic and clinical assignments and assessments. However, little is known about how student nurses acquire such skills or whether they perceive such skills to be valuable to their future role as qualified nurses. Aims: To explore student nurses' experiences of learning to search for and use evidence in order to support their academic assignments, and unearth their perceptions of the value of such skills to their future role as qualified nurses. Methods: An exploratory pilot study at two schools of nursing in the United Kingdom, using questionnaires, with a sample size of 110, Year 3 nursing students from adult and children's nursing fields of practice. Findings: The findings indicate that students value specific teaching sessions (taught by members of library staff) delivered at the beginning of the programme. Students make good use of in-house search engines where these are provided and are mainly searching for nursing literature with a small minority appearing to have no clear search strategy. Students appear to associate literature searching skills as potentially valuable in their future role as a qualified nurse, however, consider that such skills are more closely associated with further academic study rather than with clinical practice. Conclusion: It seems that more work is required by educators in order to help students to associate literature searching skills with nursing practice.

KW - Evidence based practice

KW - Literature

KW - Nurse education

KW - Pilot study

KW - Referencing

UR - http://www.scopus.com/inward/record.url?scp=79960246158&partnerID=8YFLogxK

U2 - 10.1016/j.nepr.2011.03.004

DO - 10.1016/j.nepr.2011.03.004

M3 - Article

VL - 11

SP - 333

EP - 340

JO - Nurse Education in Practice

JF - Nurse Education in Practice

SN - 1471-5953

IS - 5

ER -