Case Studies

Example 1
evidence based practice materials

Example 2
building group work skills

Example 3
building research communities

Example 4
project based learning activities

Example 5
research and teaching: an intrinsic link

Example 6
the link between cultural identity and research

Example 7
An inextricable link - theory into practice

Example 8
Teaching connoiseurs of research

Example 9
Exploiting the link in course design

Example 10
innovative practice linking engineering methods and principles to constructing a winning product

Example 11
research and links to critical pedagogy

Example 12
Four examples to promote the synergy in history

Example 13
Students' perspective on linking research and teaching

Example 14
Two students'
perspectives

Student response to this kind of teaching:

Elizabeth in 3rd year says:

I feel that having a knowledge of research based practice I am more confident in implementing procedures and in conducting my work. I can answer for my actions and have rationales for why I do things the way I do.

She describes the importance of understanding recent research publications on procedures so that she has the evidence to support and implement change in practice for better health outcomes and cost effectiveness. For example, she referred to research conducted by a Faculty lecturer on wound care where the procedure has now been changed for the better. She sees her lecturers as teaching her about the most recent research so that she is aware of how to understand research articles on best practice which she can then implement in her workplaces. Understanding research enables her to be an effective change agent. She says that research is beneficial because a lot of procedures are done on precedent so having the research findings is crucial to support change for the better.

However, she acknowledges that she finds it hard to understand research publications - the terminology, the way the tests have been conducted, validity issues, sampling techniques, and how/whether it relates to the practicalities or particular environments.

Now in her third year she is undertaking her own research surveying 100 people on their use of unprescribed analgesia and vitamins and mineral supplements - a set topic - their reasons why and how many they have taken in the last month. She is analysing the data with a t test using JMP program to compare males and females use to see if there is a significant difference to the two.

I guess research is surveying applying techniques and working out their outcomes posing a question, collecting data, analysing data and commenting on the findings, make recommendations.

Elizabeth says that it is important that lecturers bring in examples by referring to their own research as then students can see the relevance.

Lecturers are creating an awareness and understanding that there are different ways of seeing things and that collaboration may bring forth best practice outcomes for the client, the organisation and the health care worker.

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