The use of podcasts to enhance research-teaching linkages in undergraduate nursing students

Karen STRICKLAND, Colin Gray, Gordon Hill

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

An understanding of research is important to enable nurses to provide evidence-based care. However, undergraduate nursing students often find research a challenging subject. The purpose of this paper is to present an evaluation of the introduction of podcasts in an undergraduate research module to enhance research-teaching linkages between the theoretical content and research in practice and improve the level of student support offered in a blended learning environment. Two cohorts of students (n = 228 and n = 233) were given access to a series of 5 “guest speaker” podcasts made up of presentations and interviews with research experts within Edinburgh Napier. These staff would not normally have contact with students on this module, but through the podcasts were able to share their research expertise and methods with our learners. The main positive results of the podcasts suggest the increased understanding achieved by students due to the multi-modal delivery approach, a more personal student/tutor relationship leading to greater engagement, and the effective use of materials for revision and consolidation purposes. Negative effects of the podcasts centred around problems with the technology, most often difficulty in downloading and accessing the material. This paper contributes to the emerging knowledge base of podcasting in nurse education by demonstrating how podcasts can be used to enhance research-teaching linkages and raises the question of why students do not exploit the opportunities for mobile learning.
Original languageEnglish
Pages (from-to)210-214
Number of pages5
JournalNurse Education in Practice
Volume12
Issue number4
DOIs
Publication statusPublished - 2012
Externally publishedYes

Fingerprint

Webcasts
teaching research
Nursing Students
Teaching
nursing
Students
Research
student
nurse
Nurses
Learning
Blended Learning
Knowledge Bases
tutor
consolidation
learning environment
expertise
contact
expert
staff

Cite this

@article{7feda90ba269490a8f18053b153c4b1d,
title = "The use of podcasts to enhance research-teaching linkages in undergraduate nursing students",
abstract = "An understanding of research is important to enable nurses to provide evidence-based care. However, undergraduate nursing students often find research a challenging subject. The purpose of this paper is to present an evaluation of the introduction of podcasts in an undergraduate research module to enhance research-teaching linkages between the theoretical content and research in practice and improve the level of student support offered in a blended learning environment. Two cohorts of students (n = 228 and n = 233) were given access to a series of 5 “guest speaker” podcasts made up of presentations and interviews with research experts within Edinburgh Napier. These staff would not normally have contact with students on this module, but through the podcasts were able to share their research expertise and methods with our learners. The main positive results of the podcasts suggest the increased understanding achieved by students due to the multi-modal delivery approach, a more personal student/tutor relationship leading to greater engagement, and the effective use of materials for revision and consolidation purposes. Negative effects of the podcasts centred around problems with the technology, most often difficulty in downloading and accessing the material. This paper contributes to the emerging knowledge base of podcasting in nurse education by demonstrating how podcasts can be used to enhance research-teaching linkages and raises the question of why students do not exploit the opportunities for mobile learning.",
author = "Karen STRICKLAND and Colin Gray and Gordon Hill",
year = "2012",
doi = "10.1016/j.nepr.2012.01.006",
language = "English",
volume = "12",
pages = "210--214",
journal = "Nurse Education in Practice",
issn = "1471-5953",
publisher = "Churchill Livingstone",
number = "4",

}

The use of podcasts to enhance research-teaching linkages in undergraduate nursing students. / STRICKLAND, Karen; Gray, Colin; Hill, Gordon.

In: Nurse Education in Practice, Vol. 12, No. 4, 2012, p. 210-214.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The use of podcasts to enhance research-teaching linkages in undergraduate nursing students

AU - STRICKLAND, Karen

AU - Gray, Colin

AU - Hill, Gordon

PY - 2012

Y1 - 2012

N2 - An understanding of research is important to enable nurses to provide evidence-based care. However, undergraduate nursing students often find research a challenging subject. The purpose of this paper is to present an evaluation of the introduction of podcasts in an undergraduate research module to enhance research-teaching linkages between the theoretical content and research in practice and improve the level of student support offered in a blended learning environment. Two cohorts of students (n = 228 and n = 233) were given access to a series of 5 “guest speaker” podcasts made up of presentations and interviews with research experts within Edinburgh Napier. These staff would not normally have contact with students on this module, but through the podcasts were able to share their research expertise and methods with our learners. The main positive results of the podcasts suggest the increased understanding achieved by students due to the multi-modal delivery approach, a more personal student/tutor relationship leading to greater engagement, and the effective use of materials for revision and consolidation purposes. Negative effects of the podcasts centred around problems with the technology, most often difficulty in downloading and accessing the material. This paper contributes to the emerging knowledge base of podcasting in nurse education by demonstrating how podcasts can be used to enhance research-teaching linkages and raises the question of why students do not exploit the opportunities for mobile learning.

AB - An understanding of research is important to enable nurses to provide evidence-based care. However, undergraduate nursing students often find research a challenging subject. The purpose of this paper is to present an evaluation of the introduction of podcasts in an undergraduate research module to enhance research-teaching linkages between the theoretical content and research in practice and improve the level of student support offered in a blended learning environment. Two cohorts of students (n = 228 and n = 233) were given access to a series of 5 “guest speaker” podcasts made up of presentations and interviews with research experts within Edinburgh Napier. These staff would not normally have contact with students on this module, but through the podcasts were able to share their research expertise and methods with our learners. The main positive results of the podcasts suggest the increased understanding achieved by students due to the multi-modal delivery approach, a more personal student/tutor relationship leading to greater engagement, and the effective use of materials for revision and consolidation purposes. Negative effects of the podcasts centred around problems with the technology, most often difficulty in downloading and accessing the material. This paper contributes to the emerging knowledge base of podcasting in nurse education by demonstrating how podcasts can be used to enhance research-teaching linkages and raises the question of why students do not exploit the opportunities for mobile learning.

U2 - 10.1016/j.nepr.2012.01.006

DO - 10.1016/j.nepr.2012.01.006

M3 - Article

VL - 12

SP - 210

EP - 214

JO - Nurse Education in Practice

JF - Nurse Education in Practice

SN - 1471-5953

IS - 4

ER -