Abstract
Background
Aim and Methods
Discussion
Conclusion
Keywords
1. Introduction
Healey M., Flint A., Harrington K. Engagement through partnership: students as partners in learning and teaching in Higher Education. York: HEA. 2014.〈〉http://www.heacademy.ac.uk/assets/York/documents/resources/publications/DevelopingUndergraduate_Final.pdf.
Teaching Approach | Focus |
---|---|
Research-led teaching | Informing students about current and ongoing research in midwifery, including research papers from staff teaching the students |
Research-tutored teaching | Engaging students in critical discussions and appraisal of published midwifery-related research. |
Research-orientated teaching | Developing students’ knowledge of research methodologies and the required skills and techniques that are often used in midwifery research |
Research-based teaching | Students frame and undertake their own enquiries and explore existing knowledge - conclusively building new knowledge in the domain of study (e.g., midwifery) |
Level 1 | Lectures on research theory |
Level 2 | Joining tutor-directed research |
Level 3 | Participation of students in pre-determined research in terms of development of methodology and reframing and determining course of action |
Level 4 | Unsupervised independent research without feedback |
Level 5 | Student-determined research with feedback |
Motivation | Research initiatives can be faculty or student-initiated |
Inclusivity | Students can be selected based on their research abilities, level of education (e.g., Honours), grades, competition, and motivation, offering selective or equal opportunities of support |
Content | The scope of the research can be discipline based, inter- or multidisciplinary based |
Originality | The content of the research can add to existing scientific knowledge or can include new knowledge for the individual student, for education and/or practice |
Setting | Undergraduate midwifery research can be curricular, co-curricular and extra-curricular. Questions to be addressed can also be defined by external organisations |
Collaboration | Research can be performed by individual and groups of students, a research group or through academic and inter- or multidisciplinary professional fellowships that involve students |
Focus | The output of the research can be student and process-centred (i.e., student development) and/or outcome and product-centred (i.e., products for assessment, publication, presentation, etc) |
Audience | The research can be presented to peers, educators, (multidisciplinary) professionals and non-professionals |
2. Discussion
2.1 Motivation
2.2 Research teaching approaches
Healey M., Flint A., Harrington K. Engagement through partnership: students as partners in learning and teaching in Higher Education. York: HEA. 2014.〈〉http://www.heacademy.ac.uk/assets/York/documents/resources/publications/DevelopingUndergraduate_Final.pdf.
On completion students should be able to: |
---|
(1) Demonstrate the necessary knowledge and skills of reflection and critical analysis to engage in research-based activities |
(2) Collect and interpret relevant data from the field of expertise with the aim to form an opinion, based on weighing relevant social, scientific and ethical aspects |
(3) Show a professional approach to her/his profession |
(4) Show competencies for drawing up and sustaining arguments and for problem-solving in the field of expertise |
(5) Communicate information, ideas and solutions to an audience consisting of specialist and/or non-specialists |
(6) Demonstrate evidence-based woman-centred care according to the concept definition embedded in the undergraduate midwifery curriculum |
2.3 Dimensions of framing the undergraduate research context
2.3.1 Motivation and inclusivity
2.3.2 Content and originality
- Leinweber J.
- Fontein-Kuipers Y.
- Thomson G.
- Karlsdottir S.
- Nilsson C.
- Ekström-Bergström A.
- Olza I.
- Michael E.
- Stramrood C.
- Leinweber J.
- Fontein-Kuipers Y.
- Thomson G.
- Karlsdottir S.
- Nilsson C.
- Ekström-Bergström A.
- Olza I.
- Michael E.
- Stramrood C.
- I. To explore the woman’s intrapersonal emotions during and after the birth that affect her perception of the traumatic childbirth event.
- II. To investigate the patterns of actions and interaction between the individual woman and her situation/environment in which the traumatic birth experience took place, allowing to form a theory on the intrapartum care needs of women with traumatic childbirth experiences.
Healey M., Flint A., Harrington K. Engagement through partnership: students as partners in learning and teaching in Higher Education. York: HEA. 2014.〈〉http://www.heacademy.ac.uk/assets/York/documents/resources/publications/DevelopingUndergraduate_Final.pdf.
- Koster D.
- Romeijn C.
- Sakko E.
- Stam C.
- Steenhuis N.
- de Vries D.
- van Willigen I.
- Fontein-Kuipers Y.
2.3.3 Setting and collaboration
Healey M., Flint A., Harrington K. Engagement through partnership: students as partners in learning and teaching in Higher Education. York: HEA. 2014.〈〉http://www.heacademy.ac.uk/assets/York/documents/resources/publications/DevelopingUndergraduate_Final.pdf.
2.3.4 Focus and audience
- Koster D.
- Romeijn C.
- Sakko E.
- Stam C.
- Steenhuis N.
- de Vries D.
- van Willigen I.
- Fontein-Kuipers Y.
- Koster D.
- Romeijn C.
- Sakko E.
- Stam C.
- Steenhuis N.
- de Vries D.
- van Willigen I.
- Fontein-Kuipers Y.
2.4 Lessons learned
Erickson R.A. 2001. Why involve students in research? Innovations in Undergraduate Research and Honors Education: Proceedings of the Second Schreyer National Conference https://digitalcommons.unl.edu/nchcschreyer2/10/?utm_source=digitalcommons.unl.edu%2Fnchcschreyer2%2F10&utm_medium=PDF&utm_campaign=PDFCoverPages Accessed 1 July 2022.
Hodge D., Haynes C., LePore P., Pasquesi K., Hirsh M. 2008. From inquiry to discovery: developing the student as scholar in a networked world. Keynote address at the Learning through enquiry alliance inquiry in a networked world conference, June 25–27, University of Sheffield. Available from: https://www.readkong.com/page/from-inquiry-to-discovery-developing-the-student-as-6869220. Assessed 23 July 2022.
3. Conclusion
Conflict of interest
Acknowledgements
Appendix A. Supplementary material
Supplementary material
References
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☆We like to thank our alumni (in alphabetical order): Chantal Romeijn, Elvira Sakko, Catelijne Stam, Nienke Steenhuis, Daniēlle de Vries, Ilze van Willigen.
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