Effects of an educational training program on health science students’ research capacity
Supporting Agencies
- Secretariado de Innovación Docente de la Universidad de Granada
Abstract
The European Higher Education Area implies a change to the Health Science education in Spain. Spanish university system must promote the acquisition of competences in research habits, such as the information management or scientific dissemination. This article presents the findings of a study to evaluate the level of effectiveness and satisfaction of an educational training program on research skills geared towards Health Science students. A hundred and eight students of Physical Therapy degree, Occupational Therapy degree and Nursing degree were participated into a quasi-experimental study. Educational needs were first detected by a questionnaire based on different research skills. A semi-distance educational training program was designed and implemented after defining the above-mentioned needs. This program significantly improved the perception of knowledge and skills in research competences. As well as the level of theory and practical content assimilated by the students significantly increased after the program. These findings suggest that incorporation of specific training that allow for students to come in contact with research, are effective at improving research competences for Health Sciences students.Downloads
References
Mead D, Moseley L. Developing nursing research in a contract-driven arena: inequities and iniquities. Nursing Standard. 2000; 15 (6): 39–43.
Arnalich Fernández F. Adaptation of the new medical degree to the European Space for Higher Education. What has been the contribution of Bologna?. Rev Clin Esp. 2010; 210: 462-7.
Epstein R, Hundert E. Defining and assessing professional competence. JAMA. 2002; 287:226–35.
Chen RP. Student participation in health professions education research: in pursuit of the Aristotelian mean. Adv in Health Sci Educ. 2001; 16: 277–286.
Hueso-Montoro C, Amezcua M, García-Aguilar R, Lacida-Baro M, Pérez-Hernández RM, Gala-Fernández B. Quid-Innova 2005-2006. Impacto científico de un programa de formación y promoción de la Investigación en Enfermería. Index Enferm. 2008; 17: 78-82.
Priest H, Segrott J, Green B, Rout A. Harnessing collaboration to build nursing research capacity: a research team journey. Nurse Educ Today. 2007; 27: 577-87.
Larkin ME, Griffith CA, Capasso VA, Cierpial C, Gettings E, Walsh K, et al. Promoting research utilization using a conceptual framework. J Nurs Adm. 2007; 37: 510-6.
Arias VM, López LM, Jaramillo VD. Formação de pesquisadores: a experiência no mestrado em saúde colectiva da Universidade de Antioquia, Colombia. Rev Latino-am Enfermagem. 2007; 15: 487-492.
Castro-Sánchez AM, Aguilar-Ferrándiz ME, Matarán-Peñarrocha GA, Iglesias-Alonso AA, Fernández-Fernández MJ, Moreno-Lorenzo CC. Problem based learning approaches to the technology education of physical therapy students. Med Teach. 2012; 34(1): 29-45.
Abdelkhalek N, Hussein A, Gibbs T, Hamdy H. Using team-based learning to prepare medical students for future problem-based learning. Med Teach. 2010; 32(2): 123–129.
Hofgaard Lycke K, Grøttum P, Strømsø HI. Student learning strategies, mental models and learning outcomes in problem based and traditional curricula in medicine. Med Teach. 2006; 28(8): 717–722.
Lleixà Fortuño MM. Communication and computer technology: what do these bring to nursing. Rev Enferm. 2007; 30 (7-8): 17-22.
Gill P. Difficulties in developing a nursing research culture in the UK. Br J Nurs. 2004; 13(14): 876-9.
Bradshaw PL. Developing scholarship in nursing in Britain - towards a strategy. J Nurs Manag. 2001; 9(3): 125-8.
Leiper J, Van Horn ER, Hu J, Upadhyaya RC. Promoting cultural awareness and knowledge among faculty and doctoral students. Nurs Educ Perspect. 2008; 29(3): 161-4.
Fuentelsaz Gallego C, Navalpotro Pascual S, Ruzafa Martínez M. Competencias en investigación: propuesta de la Unidad de coordinación y desarrollo de la Investigación en Enfermería. Enferm Clin. 2007; 17: 117-27.
Wyer PC, Naqvi Z, Dayan PS, Celentano JJ, Eskin B, Graham MJ. Do workshops in evidence-based practice equip participants to identify and answer questions requiring consideration of clinical research? A diagnostic skill assessment. Adv in Health Sci Educ. 2009; 14: 515–533.
Brutkiewicz RR. Research faculty development: an historical perspective and ideas for a successful future. Adv in Health Sci Educ [online]. 2010 [cited 2012 Feb 06] In: http://www.springerlink.com/content/f826248003743871/
Forsberg E, Ziegert K, Hult H, Fors U. Clinical reasoning in nursing, a think-aloud study using virtual patients - a base for an innovative assessment. Nurse Educ Today. 2014; 34(4):538-42.
Nielsen AE, Noone J, Voss H, Mathews LR. Preparing nursing students for the future: an innovative approach to clinical education. Nurse Educ Pract. 2013; 13(4):301-9.
The works published in this magazine are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) preserves the copyright of the published works, and encourages and allows the reuse of the works under the license for use stated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2011 (© Publications Service, University of Murcia, 2011)
2. The works are published in the electronic edition of the journal under Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España(texto legal) “ a Attribution-NonCommercial-NoDerivatives 3.0 Spain license (legal text)”. They can be copied, used, broadcasted, transmitted and publicly displayed, provided that: i) the authorship and original source of their publication (journal, publisher and URL) are cited; (ii) are not used for commercial purposes; iii) the existence and specifications of this license is mentioned.
3. Conditions of self-archiving. Authors are allowed and encouraged to electronically disseminate the pre-print (pre-reviewed ) and / or post-print (reviewed and accepted for publication) versions of their works prior to publication, as it ensures a wider circulation and dissemination which may lead to a possible increase in its mention and a higher scope among the academic community. RoMEO color: green.
