Showing papers by "Melanie Birks published in 2015"

The methodological dynamism of grounded theory

Abstract: Variations in grounded theory (GT) interpretation are the subject of ongoing debate. Divergences of opinion, genres, approaches, methodologies, and methods exist, resulting in disagreement on what ...

Benchmarking for the effective use of student evaluation data

Abstract: Purpose – The purpose of this paper is to examine current approaches to interpretation of student evaluation data and present an innovative approach to developing benchmark targets for the effective and efficient use of these data. Design/methodology/approach – This article discusses traditional approaches to gathering and using student feedback across the tertiary sector. The limitations of the customary use of the statistical mean as a quality measure of performance are presented and examined. An alternative method of interpreting student evaluation data is proposed and examples given. Findings – The traditional use of the statistical mean to interpret student evaluation data has limitations. Focusing on data at the macro level provides subject teaching staff and managers with a clearer indication of student satisfaction. The use of a percentage satisfied and percentage dissatisfied metric to classify and rank subjects is presented as an efficient alternative to the traditional approach, while recognisi...

Teaching science content in nursing programs in Australia: a cross-sectional survey of academics

Abstract: Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of nursing curricula are encouraged to review the content of current programs in light of the findings of this research.

Mapping nursing pathways: a diverse modified Delphi approach

Abstract: Articulated education pathways between the vocational education training sector and universities provide opportunities for students wishing to progress to higher qualifications. Enrolled nurses seeking to advance their career in nursing can choose to enter baccalaureate degree programs through such alternative entry routes. Awarding of credit for prior studies is dependent on accurate assessment of the existing qualification against that which is sought. This study employed a modified Delphi method to inform the development of an evidence-based, structured approach to mapping the pathway from the nationally consistent training package of the Diploma of Nursing to the diversity of baccalaureate nursing programs across Australia. The findings of this study reflect the practical nature of the role of the enrolled nurse, particularly the greater emphasis placed on direct care activities as opposed to those related to professional development and the generation and use of evidence. These findings provide a valuable summative overview of the relationship between the Diploma of Nursing and the expectations of the registered nurse role.

At the COAL FACE: a guide to active learning in multi-campus, multi-modal and distributed learning environments

Abstract: The major deliverable of the project has been the development of the Guide. At the COAL FACE: A Guide to active learning in a multi-campus, multi-modal and distributed learning environments. The Guide provides practical strategies to guide the design of active learning experiences in complex, multi-campus and distributed university learning environments. The title of the Guide describes the aspirational purpose that grounded the OLT Extension Grant project to address the needs of regional Australian learners. The aim of the COAL FACE project was to research and develop active learning strategies that would enable the development of Communities of Active Learners that are Flexible, Adaptive, Connected and Engaged.