CAREERS STUDENT LIFE
A six-week placement opened doors for me In my fourth year of a Bachelor of Science in Nursing (BScN) degree at Mohawk College in Canada, I took a nursing research course that included a six-week research practice placement. I worked with a faculty research team to identify what constitutes an effective tutor. The study explored student perceptions of what makes an effective teacher in the BScN curriculum – the qualities, skills and strategies used by effective teachers, and how this influences student learning. I had the opportunity to learn and participate in hands-on research. Through the analysis of 511 survey responses and seven focus groups we learned that effective clinical teachers are: Knowledgeable about nursing and the overall curriculum. Person/student-centred. Highly motivating. Professional and accountable. They also actively prepare students for success in their programme and subsequent practice.
Knowledge and skills acquired As a student researcher, I learned about: Conducting a literature review. Running focus groups. Data analysis. Validation of findings. Knowledge dissemination.
CORBIS
Focusing on best evidence and critical thinking helped student Maria Pavkovic appreciate the value of research
Following my research placement, I entered my final professional placement in public health. I was able to transfer the knowledge and skills I had gained in my placement to my new area of practice where I conducted literature reviews, focus groups and analysed research data. My mentor and other co-workers respected and valued the knowledge and skills I was able to bring to the work. Immediately after graduating, I successfully applied for a public health position and I think that my research experience helped make me stand out. In my current work in public health I use best evidence, critical appraisal and other parts of the research process I have studied in my day-to-day work.
Valuable experiences
The research team encouraged three students, including myself, to consider disseminating our study findings at a national student conference. The three of us were thrilled at the thought of attending the Canadian Nursing Student Association (CNSA) conference and sharing the study with hundreds of other students from across Canada. Our group received vital support to help prepare for the conference as well as ensuring that we received full funding for the trip and conference. Our experience at the CNSA conference was an extremely positive one. We were able to share our study in oral and poster presentations, network with other professionals and learn about the innovative work they were engaged in.
Moreover, I was recently able to work on a provincial, collaborative initiative as one of three project leads, which was offered because of my undergraduate research experiences. Meanwhile, I am working with the research team to finalise journal publications. These experiences, as well as the knowledge and relationships that I built with faculty and other professionals, could not have been possible without the invaluable research mentoring from the faculty study team. I encourage nursing students everywhere to actively seek out and take advantage research opportunities NS Maria Pavkovic is a recent graduate of the collaborative McMaster University/Mohawk College BScN programme in Ontario, Canada RESOURCES Mohawk College www.mohawkcollege.ca RCN research society tinyurl.com/RCNResoc
66 july 8 :: vol 29 no RCNi.com 45 :: 2015 STANDARD Downloaded from by ${individualUser.displayName} on Nov 14, 2015. For personal use only. NoNURSING other uses without permission. Copyright © 2015 RCNi Ltd. All rights reserved.
A six-week placement opened doors for me In my fourth year of a Bachelor of Science in Nursing (BScN) degree at Mohawk College in Canada, I took a nursing research course that included a six-week research practice placement. I worked with a faculty research team to identify what constitutes an effective tutor. The study explored student perceptions of what makes an effective teacher in the BScN curriculum – the qualities, skills and strategies used by effective teachers, and how this influences student learning. I had the opportunity to learn and participate in hands-on research. Through the analysis of 511 survey responses and seven focus groups we learned that effective clinical teachers are: Knowledgeable about nursing and the overall curriculum. Person/student-centred. Highly motivating. Professional and accountable. They also actively prepare students for success in their programme and subsequent practice.
Knowledge and skills acquired As a student researcher, I learned about: Conducting a literature review. Running focus groups. Data analysis. Validation of findings. Knowledge dissemination.
CORBIS
Focusing on best evidence and critical thinking helped student Maria Pavkovic appreciate the value of research
Following my research placement, I entered my final professional placement in public health. I was able to transfer the knowledge and skills I had gained in my placement to my new area of practice where I conducted literature reviews, focus groups and analysed research data. My mentor and other co-workers respected and valued the knowledge and skills I was able to bring to the work. Immediately after graduating, I successfully applied for a public health position and I think that my research experience helped make me stand out. In my current work in public health I use best evidence, critical appraisal and other parts of the research process I have studied in my day-to-day work.
Valuable experiences
The research team encouraged three students, including myself, to consider disseminating our study findings at a national student conference. The three of us were thrilled at the thought of attending the Canadian Nursing Student Association (CNSA) conference and sharing the study with hundreds of other students from across Canada. Our group received vital support to help prepare for the conference as well as ensuring that we received full funding for the trip and conference. Our experience at the CNSA conference was an extremely positive one. We were able to share our study in oral and poster presentations, network with other professionals and learn about the innovative work they were engaged in.
Moreover, I was recently able to work on a provincial, collaborative initiative as one of three project leads, which was offered because of my undergraduate research experiences. Meanwhile, I am working with the research team to finalise journal publications. These experiences, as well as the knowledge and relationships that I built with faculty and other professionals, could not have been possible without the invaluable research mentoring from the faculty study team. I encourage nursing students everywhere to actively seek out and take advantage research opportunities NS Maria Pavkovic is a recent graduate of the collaborative McMaster University/Mohawk College BScN programme in Ontario, Canada RESOURCES Mohawk College www.mohawkcollege.ca RCN research society tinyurl.com/RCNResoc
66 july 8 :: vol 29 no RCNi.com 45 :: 2015 STANDARD Downloaded from by ${individualUser.displayName} on Nov 14, 2015. For personal use only. NoNURSING other uses without permission. Copyright © 2015 RCNi Ltd. All rights reserved.
