This presentation will discuss how one can teach research to be in-depth, and yet fun, and engaging! The study of research methodology and the development of research-related skills can be intimidating subject matters for students. Yet, these skills are fundamental for translating evidence into practice and students’ ability to enact change. Incorporating enjoyment into teaching a traditionally dry subject can be beneficial for student learning.
Three approaches are used to simplify the potentially complex world of research and motivate students to improve their research skills. First, a variety of teaching materials such as engaging videos, research tips and examples, and visualised systematic frameworks and models are utilised to optimise engagement. Second, a supportive learning environment aims to make research enjoyable, understandable, and relevant to students’ practice. Third, learning content, weekly activities, and assessments are designed to gradually build students’ confidence through exposure to different types of research and the application of knowledge.
To further motivate students, they are offered the opportunity of mentorship (if interested) to publish their work once they have completed three interconnected research units. This helps to combine research evidence with practice knowledge and experience and subsequently translates the research to practice via publishable works (King et al., 2018). Since its inception, the initiative has had great benefits, enhancing research collaboration and partnerships between industry and university, facilitating the translation of research to practice, and creating opportunities for students to continue their education.
The indication for the new academic model at SCU is that due to the intensive nature of online teaching, it is important to use strategies for teaching research in a simple, step-by-step, and engaging way. Multimodal technologies can be very beneficial to use variations in teaching research in a more personalised way. More importantly, if students are aware of the philosophy behind the practicality of research and how they can be active agents of change in their practice, they will be inspired and more motivated to learn research.
King, L., Gillham, D., & Crotty, M. (2017). Facilitating publication by clinicians who are postgraduate students: using research to inform subject design. Journal of Nursing and Health Care, 5(1). https://doi.org/10.2478/ijhp-2018-0012