An essential aspect of action research in a classroom setting is discovering who your students are both as learners and as individuals. This proposed definition addresses a number of shortcomings in the existing literature, both in and out of nursing education. The research processes are clearly described and demonstrate change over time. Outcomes for the project include specific modules such as “Specialist Nursing in the Home” that was developed through dialogue between students and clinical teaching partners to assist students in learning about making clinical decisions together while employing knowledge of the home and neighborhood context. The final inclusion criteria for the higher education research articles were as follows:(i)Published between 2003 and 2013(ii)Related to higher education in nursing(iii)Indicated which action research methodology was used(iv)Included a clear description of the research methodology(v)Stated which data collection processes were employed(vi)Analyzed findings and/or process of the research. Four types of research foci for action research were proposed by Hart and Bond [32] and used to organize research in a nursing-related evidence-based practice article [12]. Many of the articles initially reviewed lacked either a clear methodology or systematic data collection. Many articles found in this search had a limited or nonexistent description of action research methodology or lacked a systematic data collection process and were therefore excluded. Van Den Bogaard, K. Cox, H. Garretsen, and I. Bongers, “Implementation of evidence-based practice in nursing using action research: a review,”, M. McAllister, F. Oprescu, T. Downer, M. Lyons, F. Pelly, and N. Barr, “Evaluating STAR—a transformative learning framework: interdisciplinary action research in health training,”, M. Selkrig and K. Keamy, “Promoting a willingness to wonder: moving from congenial to collegial conversations that encourage deep and critical reflection for teacher educators,”, S. Mahani and A. Molki, “Enhancing the quality of teaching and learning through action research,”, K. Zeichner and S. Wray, “The teaching portfolio in US teacher education programs: what we know and what we need to know,”, D. J. Greenwood, “Teaching/learning action research requires fundamental reforms in public higher education,”, D. J. Greenwood, “Doing and learning action research in the neo-liberal world of contemporary higher education,”, H. Bradbury Huang, “What is good action research? This article summarizes the literature reviewed and provides topics, processes, and outcomes related to several areas in nursing higher education. Action research can be defined as active data collection and reflection to solve a problem in a community. In 2005, Herr and Anderson [18] described how action research proposals and dissertations are evaluated. The authors describe the research tradition of cooperative inquiry used and articulate the collaborative process between faculty, providers and students. Since few of the articles before 2003 described the research process and met the criteria identified, a decision was made to eliminate those published before 2003, leaving 80 publications. Initially the group sought to include students and community practice partners in the self-reflective process, but due to the outside demands of time for these groups, the self-reflection component of the project included only nurse lecturers. The second considers student engagement. The general topic areas are as follows:(i)Theory: research conducted in a nonclinical, in-classroom setting, often with a focus on knowledge sharing(ii)Clinical: instruction-related research with an experiential component(iii)Curricular: research applied to nursing curriculum at the department or school/college level(iv)Graduate: focus on research with students in nursing graduate programs. The author intent is to encourage understanding about the possibilities that exist in conducting action research in regard to content focus as well as in variety of methodology. As an example of how one article discusses the action research process, Smith-Stoner and Molle [37] sought to develop a systematic way of implementing cooperative learning in the nursing classroom using action research to evaluate their efforts. Searches were conducted in the CINAHL and MEDLINE databases. PDF | On Mar 18, 2018, Radhika Kapur published Significance of Research in Education | Find, read and cite all the research you need on ResearchGate Clarifying theories 3. Making change is important in action research and is implied in its name, including and involving both action (change) and research. Purpose. Copyright © 2016 Susan D. Moch et al. A community health example of action research in nursing education outlines a very significant but difficult area to study using more traditional research approaches [67]. At times, reflection includes representatives of those directly affected by any proposed changes, such as in participatory action research or community-based collaboration. Develop and refine a method for efficiently and effectively sharing action research summaries for use in nursing education. This year, I am teaching kindergarten (for the first time!) 103) as important to the research process. They were initially evaluated based on review of each title and abstract, eliminating those articles that were dissertations, conference abstracts, or articles pertaining to nursing practice.
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