DOI: 10.5176/2315-4330_WNC17.90

Authors: Lindy King, David Gillham, Mikaila Crotty.

Abstract:

University educators are likely to have a greater role as facilitators of knowledge co-creation as technological disruption impacts upon traditional teaching practice (Glenn & D'Agostino, 2008). Strong connections between the production of knowledge and its use in professional work are also increasing in importance (Markauskaite & Goodyear, 2014). In nursing, clinicians have extensive experience and practice knowledge but may lack the time and incentive to publish. In response to this situation a research informed strategy that directly targets the research-teaching-practice nexus to promote the construction and dissemination of professional practice knowledge is being implemented. Postgraduate students studying a capstone subject are engaging with the development of a critical review of research evidence guided by a structured review process. While this approach is widely used in the teaching of evidence based practice, a unique peer review and authentic assessment strategy are integrated into the subject to mirror refereed journal publication processes. Qualitative investigation of barriers to publication for both clinicians and students using focus groups and interviews also helped inform the development of the subject. While there are some constraints to the simulated review process students report high levels of satisfaction. Increasingly evident is the quality of the work being produced by postgraduate students as they combine research evidence with their practice knowledge and experience to produce potentially publishable reviews

Keywords: Evidence-based-practice;critical review;co-creation of content; mentoring; peer review; authentic assessment.

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