| Description
Roslyn uses an integrated system of assessment involving three stages (and an optional fourth). Each stage builds on the previous one to produce a research proposal. For the first stage, students identify a research idea and provide a 300 word discussion; for the second stage they produce a 1000 word literature review; and for the third stage, they produce a 700 word piece on the research method. Students must pass all three of these stages to gain a (50%) C grade – if they do not do this with their first attempt, they may submit as many times as needed. Then, if the students wish, they may submit a fourth assignment, which is a re-working of their original 3 pieces, taking into account the feedback they have received. This is marked out of 50 and added to the 50 for the first three assignments.
Learning goals and objectives
The most important aim for the course is to help students understand the research process, by experiencing some of the issues for themselves. Formal course objectives are that students should be able to: describe the various approaches to the research process (Research Outline); identify appropriate basic techniques to collect and analyse data at a beginning level (Literature Review); describe the link between nursing research and professional practice (Research Outline & Literature Review, Research Method); critically examine the issues and ethical considerations which impact on Nursing research (Research Method); and demonstrate achievement of professional scholarship skills such as scientific writing, formulation of a research proposal and the critique of published studies (Research Proposal).
Because of the diverse and international nature of the student cohort, there are often opportunities for the students to look at cultural issues. For example, a Saudi student has been looking at the internationalisation of nursing industry in Saudi Arabia, and Indigenous students sometimes choose to examine an issue arising from the provision of culturally appropriate healthcare services.
Target audience
Because of a change of curriculum, this compulsory course is currently being used at first, second and third year levels with students taking the Bachelor of Nursing (both pre- and post-registration). In total this is about 500 students – most of the students are on campus.
Informing students
Students are given detailed written instructions in the course book, and can ask questions in tutorials, via the discussion board for the course, or by email. In particular, Ros checks the discussion board every day and makes extensive use of the Remailer tool on StudyDesk to send emails to a large number of students. She strives to create an atmosphere in which students know they can approach her if they have any problems or queries. In addition, students may ask their tutor to look at their drafts.
Feedback
This requires an effort from Ros and the other markers. Because each stage builds on the previous one, a quick turnaround is essential. Each tutor marks their own tutorial groups, and the 300 word limit on the first assignment helps with turnaround times. Ros uses external markers for the second, longer assignment. The third assignment is marked by the course team.
Roles
It's quite a heavy marking load, especially at the moment while the course is being offered to students at every level. The workload for the students in terms of writing adds up to 2000 words for the whole course – this relatively low word-count takes into account the extra work students are expected to undertake in terms of developing their skills of reflexivity.
Moderation processes
The marking guide is discussed beforehand by all markers. If a marker is in any doubt about a piece of work, they will ask a second person to review it. All assignments marked by external markers as ‘resubmit' are moderated, as are a number of them that are selected randomly.
Results
Originally, the rule was that any student who had needed to resubmit any piece could not go on to do the fourth part. However, it was felt that this rule was unfair on the students who were in this position, as they had to do extra work for no reward. Approximately 50% of students choose to submit assignment 4.
Problems and advice for others
Ros says that initially the students find this course difficult because they are not sure why they need to have a course in research. This is a challenge for the team.
Additional comments
Because it is a research course there needs to be a mechanism whereby students have the opportunity to resubmit. However, Ros says she needs to be mindful of the workload for both students and staff. She's still talking with the team about this.
|