In what way do the students achieve the most important learning outcomes?
Note . BT = bachelor’s thesis.
We carried out the analysis according to Braun and Clarke (2022) guidelines for reflexive thematic analysis and its six nonlinear phases. The interviews were transcribed and familiarized (phase 1) in the same order as they were conducted. In the coding phase (phase 2), the order was changed to break the possibility of a familiar flow in the dataset and to give a fresh perspective, minimizing the possibility of an unevenly coded dataset ( Braun & Clarke, 2022 ). A preliminary research question guided a systematic inductive coding of the data material, coding only what was considered relevant to the research question. The first author did the coding alone, which is normal and good practice in reflexive thematic analysis ( Braun & Clarke, 2022 , p. 55). We generated initial themes (phase 3), which were later refined several times, going back and forth between the original text and the codes (phase 4). Themes in the reflexive thematic analysis involve the identification of patterns around ideas or concepts related to the research question ( Braun & Clarke, 2022 ); they were led by the idea that they should tell the story, illustrate diversity and richness, and ultimately answer the research question. The research question was reformulated in parallel with the development of the themes. The first author prepared suggestions for themes for discussion among the authors, a discussion that did not aim to seek consensus but to gain richer and more nuanced insights into the material ( Braun & Clarke, 2022 , p. 55). Preliminary themes were presented and discussed in a reading circle on thematic analysis, and later in a group of experienced researchers in health educational research. The responses from both groups were discussed by the authors and considered in the refinement of the themes. The final themes were checked to ensure their uniqueness and boundaries (phase 5) and all themes contributed to the overall analysis. When writing the report (phase 6), citations were selected and translated from Norwegian to English by the first author. NVivo ( NVivo, 2020 ), Excel, and MindManager ( MindManager, 2019 ) were used as technical tools in the analysis process.
Reflexivity in thematic analysis means being aware of your subjectivity and how it interacts with your research ( Braun & Clarke, 2022 ). Reflexivity describes an active researcher making choices based on values, situated practice and in relation to methods and theory. This means that our analysis is always influenced by theoretical assumptions, not in an atheoretical vacuum. Reflexivity is an ongoing process of reflection during the whole process, never complete or finished. Furthermore, interpretation of the data happens through all phases, as the data the subjectivity of the researchers and the choices we make before and during data collection and all phases of analyses. We have sought credibility through describing the design of the study in detail, and the analytical process in a transparent manner. Dependability is taken care of through a stable research team during the whole study and concentrated time for data collection. The context and analysis are described in such detail, that readers can decide whether the findings are transferable to their setting.
All methods were performed in accordance with relevant guidelines and regulations, including institutional regulations and Guidelines for Research Ethics in the Social Sciences and the Humanities ( NESH, 2021 ). The study was approved by the Norwegian Agency for Shared Services in Education and Research (ref. no.:45703) as required by the Personal Data Act ( The Personal Data Act, 2018 ), on behalf of the institution hosting the study. The leaders at the institute approved conducting the interviews during the teachers’ working hours and on the university campus. Before the interviews, all participants were given written and oral information about the purpose of the study. Their participation was voluntary and confidential, and they had the right to withdraw at any time. All participants were given the opportunity to ask questions about the study, before providing written informed consent . The findings are presented in an anonymized manner to ensure confidentiality.
Twelve teachers were interviewed individually. Six had supervised students writing a literature review, and six had supervised students writing an empirical BT. Half of them had a master's degree and the other half had completed a PhD. Their experience of being BT supervisors varied between 5 and more than 15 years, except for one who had done this for the first time. They had supervised between three and 10 students each that term. There were 10 women and two men, aged around 40 years or older.
The analyses resulted in two generated themes, each with two subthemes, describing the patterns the teachers emphasized as important aspects of their supervision of nursing students writing their BT ( Table 2 ). The themes of the pedagogical approach to the supervision and the advantages of the BT to the nursing profession are constructed by semantic and latent outcomes, respectively. The following section will present the results as an analytic narrative.
Themes, Subthemes and Characteristics.
Themes | Subthemes | Characteristics |
---|---|---|
The pedagogical approach to the supervision | Individual approach: The importance of trust, confidence, and support | Meeting the students’ individual needs for support. Following the students’ ambitions and motivation. Trust and confidence in supervision meetings. |
Stimulating approach: Urging development through challenge and critical thinking | Challenging the students to develop and make progress. Discussion partners, encourage reflection and finding their own answers. Practicing critical thinking. | |
The advantages of the BT to the nursing profession | The professional nurse: Developing competence for clinical nursing practice | Clinical relevance is distinctly related to nursing. Deep knowledge of a theme of specific interest. Speaking up for their profession, communicating nursing. |
The academic nurse: Developing nursing as an academic profession | Critically thinking nurses, familiar with research methods, stimulating evidence-based practice. Assuring nursing as an academic profession, comparable with other professions. |
The pattern in this theme was the description of the pedagogical approach on which the teachers based their supervision. It revealed that the teachers were scaffolding the supervision with trust and individual orientation and filling it with challenge and the urge to develop.
The teachers all highlighted the importance of a good relationship with each student, a relationship that should be based on the individual student's knowledge, ambitions, and motivations. The teacher's role was to find each student's level and adjust their supervision to the individual. Furthermore, the teachers emphasized building trust and confidence in the students and creating a good atmosphere for supervising. They supported the students through the use of acknowledgement and non-verbal communication. A common focus was to address the supervision of the student's interests and drive, to build their motivation and self-efficacy.
I try not to have a negative tone of voice but always start with something positive because there is always something good to say. (T6)
Some students struggle with low self-efficacy while others have high skills and are self-driven, so they require different supervision strategies. Therefore, we have to meet the students at their level and give them what they need as individuals. (T11)
The teachers tried not to give the students answers but rather wanted them to find their own answers by thinking on their own. They asked questions in response to the student's questions and countered their arguments, recognizing that knowledge is made in the dialogue between teacher and student. They further motivated the students to be critical and creative about their writing process through dialogue and discussions. Reflection was seen as key to increasing the students’ understanding of their product. The teachers also pushed the students on time and workload and encouraged steady progression in the students’ work. Nevertheless, they were conscious not to be too harsh since the students were novices and inexperienced in writing assignments as large as the BT.
Learning might be a chaotic process, but I think it is important for them to learn how to articulate their own problem because then they might find a way to answer the problem themselves. (T9)
I am not afraid to challenge them and discuss with them: it's my experience that it makes them think and find their way out of the problem. Yes, it is about asking them good questions, but I can’t challenge them too much—most of them are pretty young and inexperienced. (T1)
The pattern of the second theme was how the teachers focused on the advantages of the BT beyond the learning outcomes related to the course. Where the learning outcomes mostly related to the individual student's knowledge, the teachers also focused further on what this would mean for the nursing profession, both in the clinic and in academia.
The nursing perspective on the theme for the BT was highlighted as important. It should be well-defined inside the nursing profession. Furthermore, the learning outcomes from the BT had to be clinically relevant. The BT was seen as an exceptional opportunity to dig deep into a specific field of interest, gain vulnerable insight into nursing practice, and discover and reflect on significant values in clinical practice. The BT enabled students to bridge the theory into a clinical setting, supporting practical competence and increasing clinical understanding. It collected all threads from education up till now. The teachers’ aim was for the students to have courage and confidence in their professional conversations, to talk about knowledge and research, to articulate the nursing profession, and to make their voices heard. They wanted the students to become communicating nurses, speaking up for their profession, both together with other nurses and in interprofessional discussions.
I encourage them to show why this theme or research question is important, and why is it important for nurses to know about this, how it contributes to a wider context. (T2)
If it doesn’t have any clinical relevance and you don’t learn anything practical from it, then I don’t find it of value … it's not worth anything if you can’t use it in the clinic. (T3)
Out there in the real world, you need to be confident in your decisions, to have the courage to raise your voice in interprofessional teams, or to argue against the doctor. I think it's a very important quality as a nurse, to communicate the nursing profession with a confident voice. (T4)
Through the BT, the teachers saw an opportunity to supervise students to become nurses with academic capacity, to further ensure nursing as an academic profession. They wanted the students to learn how to produce an academic text of quality, to be confident with the research process, and to experience the joy of discovering or creating new knowledge. Furthermore, they wanted the students to become critically thinking nurses, being curious and asking questions, but also being humble in their own knowledge and understanding its limitations. The teachers aspired to develop nurses that contributed to knowledge-based nursing in practice. They also expressed the importance of comparability with other educational courses in terms of the requirements for the BT and the students’ preparedness for further education at the master's level.
I think that research and nursing belong together—not all the students are becoming researchers, but we must teach it to the students, so they understand our profession. I think teaching them research methods is important to help them become critically thinking nurses. (T10)
Developing knowledge and attitude toward knowledge is important because it never stops: everything continues during your career, I think, so that is why I think it is so important. (T8)
I hope they see the joy of exploring and being in the process, discovering new knowledge and working in a structured way, because I think the process is as important as the product. (T9)
The teachers in this study emphasized two important aspects regarding their supervision of nursing students writing a BT: their pedagogical approach to the supervision and the advantages of the BT to the nursing profession.
The teachers’ two pedagogical approaches to supervision may be labeled as interactional and transactional roles. The transactional role may be equivalent to the subtheme “stimulating approach,” where they describe taking a stimulating approach with a challenging attitude, critical thinking and striving for progression ( Ädel et al., 2023 ). They encourage the students to have autonomy and independence in their process and emphasize the dissemination of knowledge. The institutional role is equivalent to the subtheme “individual approach”, which describes the teachers building an individual relationship with the students, relying on trust and confidence ( Ädel et al., 2023 ). Both roles considerably echo the results of other studies ( Agricola et al., 2018 ; Reguant et al., 2018 ; Roberts & Seaman, 2018 ).
The findings from this study support the argument that it is not sufficient to choose just one role or one direction in supervision. Thus, the quality of the supervision is dependent on the teachers’ ability to merge elements from different roles in supervision to be able to cover all needs of the students, depending on, for example, how independently the students work and where in the process they are ( Ädel et al., 2023 ; Todd et al., 2006 ). The different roles need different strategies and confirm the complexity of supervision ( Agricola et al., 2021 ), something which requires teachers who are both responsive and flexible and have high pedagogical skills. We see from other studies that balancing roles is reported as being a challenge for many supervisors ( Agricola et al., 2018 ; Holmberg, 2006 ; Todd et al., 2006 ; Vehviläinen & Löfström, 2016 ), but in our study, the teachers do not express this. The teachers in this study present the supportive role as a safe foundation for being challenging, something that grounds the situation. When the teachers need to give direction and sometimes demand progression and independence, they can rely on the supportive relationship, built on trust and confidence, as a safe basis to tell the students what they may not want to hear and to adjust their feedback to the student's maturity and level of experience. This study may exemplify how interactional and transactional roles, even if they sometimes appear conflicting, are equally important and mutually dependent in the supervision of nursing students on their BT ( Ädel et al., 2023 ).
The other theme found in this study was how the teachers expressed the advantages of BT for the nursing profession. A particular finding from this study is the teachers’ distinct focus on the clinical relevance of the BT, well defined inside the nursing profession, as described in the subtheme “the professional nurse.” The learning outcomes should be relevant and coherent with students’ future practice. This is interesting together with the results from another study which found that it is difficult for nurse academics to “let go” of their clinical past as they move into higher education settings ( Barrow & Xu, 2021 ). This may be a reason for the distinct focus on being supportive and urging confidence and trust in the relationship, which are important qualities in nursing practice. The teachers act as supervisors the same way they want the students to act as nurses. They are demonstrating important aspects of clinical nursing, mirroring an identity for the students to learn from and incorporate into their own nursing practice ( Baldwin et al., 2017 ). The teachers’ focus on clinical relevance in this study may confirm that the core identity of academic nurses is enacted through clinical practice ( Barrow & Xu, 2021 ). The teachers’ focus on clinical relevance is consistent with an emphasis on the fitness to practice as a product of an educational process, almost more than on the pedagogical approach ( Mackintosh-Franklin, 2016 ).
The teachers in this study also wanted to educate an academic nurse, able to contribute to the development of nursing as an academic profession, as described in the last subtheme. They wanted to provide the students with knowledge and skills to participate in research projects and utilize research knowledge, making them able to continue to develop their personal and professional knowledge. They wanted them to practice evidence-based nursing and to learn critical thinking. Critical thinking is a thread between the two main themes of this study. In training the students to think critically, the supervisors are forming critically thinking nurses capable of contributing to the nursing profession. When the teachers act as role models using critical thinking as a pedagogical tool, they stimulate the students to think and encourage them to come up with an answer themselves ( Agricola et al., 2021 ; Borglin & Fagerström, 2012 ), and they arrange a safe place for the students to practice. The BT also scaffolds a nursing context for the students, which is essential for the development of critical thinking skills ( Jefferies et al., 2018 ). The students need the nursing context, the clinical relevance, and the deep nursing knowledge; the BT is providing to develop their critical thinking adequately. The findings of this study confirm that the BT is a great means for nursing students to practice critical thinking ( Borglin & Fagerström, 2012 ), and supervising the BT mediates the impact the teachers have on developing critical thinking nurses for the future.
The two themes of the professional versus the academic nurse show that the teachers find both themes to be important advantages for the nursing profession, which is the same dualism that they are working within, their two identities. Clinical and academic identity go together, the former a foundation for the latter, while research work may be seen as an extension of nursing practice ( Barrow & Xu, 2021 ). Furthermore, academic nursing teachers and nurses in the clinic have a shared goal: to improve the lives of patients ( Mitchell, 2018 ). Working with knowledge through the BT, through supervision or in clinical practice, should reflect that.
In this study, the interviews were conducted by a PhD student at the faculty, which might have affected the interview in different ways. Some teachers might feel uncomfortable sharing their thoughts about their own work performance with a distant colleague, while others would rather discuss these themes with an acquaintance than with a stranger. Nevertheless, they all expressed a great willingness to contribute their experience, all voluntarily participating in the study. Using individual interviews also made it possible to dig deeper into the theme and to stop and take time to elaborate on parts of the interview, resulting in rich material ( Polit & Beck, 2017 ). Even if qualitative research is not automatically generalized to other situations, the developed knowledge in this study may be useful for other teachers supervising nursing students or other professions at an undergraduate level.
The findings of this study have shown the benefits for nursing students and the nursing profession when the teachers combine their clinical and academic identities. The nursing education must encourage the teachers to maintain their clinical identity, alongside developing their academic competence. Further, the findings from this study are an important contribution to future attempts to develop guidelines, role definitions, or other supporting materials for supervising undergraduate nursing students on their BT.
This study has shown that what the teachers emphasize as important regarding their supervision of nursing students writing their BT is based on both their pedagogical approaches to the supervision and how they want the BT to advantage the nursing profession. When supervising, they combine interactional and transactional roles, and clinical and academic identities, with critical thinking as a thread through the findings, modeling the practice of critical thinking to form critically thinking nurses. The findings demonstrate that supervising nursing students on their BTs is not just a technical issue for the teachers but goes beyond: it is grounded in their nurse identity and their aspirations for the profession, which is not described elsewhere.
We would like to thank the teachers who contributed to this study by volunteering for the interviews, and the leaders of the institute that accommodated the data collection.
The authors declared no potential conflicts of interest with respect to the research, authorship, and publication of this article.
Funding: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was funded by the Norwegian Nurses Organization, NNO (grant number 1061526); and the Liaison Committee for Education, Research and Innovation in Central Norway (grant number 18/420-13).
Ethical Considerations: All methods were performed in accordance with relevant guidelines and regulations, including institutional regulations and Guidelines for Research Ethics in the Social Sciences and the Humanities ( NESH, 2021 ). The study was approved by the Norwegian Agency for Shared Services in Education and Research (ref. no.: 457038) as required by the Personal Data Act ( The Personal Data Act, 2018 ), on behalf of the institution hosting the study.
ORCID iDs: Guro Karlsholm https://orcid.org/0000-0002-2783-2347
Kjersti Grønning https://orcid.org/0000-0003-4256-6339
SDSU School of Public Health
San Diego, California
Give | Careers | Intranet
July 25, 2024
By: Sofia Saenz
The SDSU College of Health and Human Services (CHHS) awarded Linda Salgin, Rose Naigino, Emily Leslie, and Samantha Shinder from the School of Public Health with Graduate Student Research Awards. Starting in 2022, the award has been offered annually with up to $3,000 to support research costs to graduate students within the CHHS who are conducting student-led research.
Linda Salgin was provided the award to conduct her dissertation research project titled: “Understanding Disparities in Tobacco Screening and Cessation Counseling to Inform a Theoretically Driven Tobacco Cessation Program within a Federally Qualified Health Center.” The award will specifically support the hiring of Research Assistants who will aid in the collection and analysis of qualitative data from key-informant interviews as well as compensating participants. Linda and her team hope to shed light on the barriers and facilitators to implementation of tobacco screening and cessation counseling within the context of a Federally Qualified Health Center (FQHC). Linda has worked with San Ysidro Health, a local FQHC, for almost 10 years “implementing various service and research based programs.” Working as a Senior Program Manager, she has gained interest in research on health disparities seen in their patient population which inspired the topic for her dissertation.
Rose Naigino is currently implementing her research project in Uganda titled, “Alcohol use and HIV viral load suppression among Ugandan adolescent girls and young women: Exploring alcohol use patterns, post traumatic stress disorder and stakeholder perspectives.” Her research focuses on Ugandan adolescent girls and young women (aged 15-24 years) who are dually burdened with high HIV rates and a growing alcohol use problem. Rose explained she was inspired to pursue this research as, “It is the way to go in the fight against HIV in low income countries, targeting subgroups that are most-at-risk of HIV such as adolescent girls and young women.”
The CHHS Graduate Student Research Awards provide a unique way to support and fund graduate students in their student-led research. Linda shared that she is “grateful to the CHHS for this award and look forward to seeing what the data I collect has to say about addressing tobacco screening and cessation counseling.” Rose also expressed thankfulness for this grant award.
SDSU School of Public Health Hardy Tower room 119 5500 Campanile Drive San Diego, CA 92182-4162 ( see map )
tel: (619) 594-1254
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Friday, Jul 19, 2024 • Jaelon Jackson :
By Jaelon Jackson School of Social Work
A PhD candidate in the School of Social Work at The University of Texas at Arlington with a master’s degree in social work and a master’s degree in criminology successfully defended his dissertation.
Alan Kunz Lomelin’s defended his dissertation titled "Implementation of Technological Innovations: An Identification and Examination of Opinion Leaders and Advice Networks in Primary Care" June 6.
Kunz Lomelin's academic journey highlights his dedication and expertise. A Mexican immigrant with dual citizenship, Kunz Lomelin moved to the United States at the age of 13.
He earned his bachelor's degree in psychology from the University of Dallas and dual master's degrees in social work and criminology from The University of Texas at Arlington. From there he went directly into the Social Work Ph.D. here at UTA.
Earning his MSW degree enabled him to later become a licensed clinical social worker, providing behavioral health services in community clinics at Baylor Scott and White Health, where he has worked for four years. His practice focuses primarily on underrepresented or marginalized patients dealing with mental health issues such as depression, anxiety, and post-traumatic stress disorder.
Kunz Lomelin's research interests include implementation science, technological innovations such as artificial intelligence, mental health, and health disparities. He has a particular knack for quantitative research methods, social network analysis, and the R programming language for statistical analysis.
Recognizing the importance of comprehensive research, Kunz Lomelin engages in mixed methods projects integrating both quantitative and qualitative data. His goal is to ensure technological advancements, particularly AI, are implemented ethically and equitably to help reduce health disparities rather than worsen them.
Dr. Anne Nordberg, Social Work associate professor and co-chair of Kunz Lomelin's dissertation committee, praised his commitment and innovative approach.
“Alan is strongly committed to innovative social justice research, especially related to technological innovations to help mitigate health disparities," Dr. Nordberg, who was recently selected to become associate dean for faculty affairs in the School of Social Work said.
Dr. Rebecca Mauldin, assistant professor of social work and co-chair of the dissertation committee, expressed pride in Kunz Lomelin's dissertation and his work as a PhD student.
"He has engaged in independent research during his time at UTA and has embraced challenging methods and explored innovative research questions," Dr. Mauldin said.
Kunz Lomelin's successful defense marks a significant milestone in his academic and professional journey, positioning him to make substantial contributions to the fields of social work, mental health, and technological innovation.
Kunz Lomelin will be an incoming Assistant Professor at Florida Atlantic University in the Fall.
Address School of Social Work Box 19129 501 W. Mitchell Street Arlington, TX 76019-0129
Phone (Local): 817-272-3181 | (Toll Free): 866-272-3181 Fax : 817-272-5229
The School of Social Work Admissions office is located in Suite 203 in the Social Work and Smart Hospital Building (501 W. Mitchell Street, Arlington, TX 76019).
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qualitative research professor. I was positive that I would design a quantitative research study but the qualitative courses in the program highlighted the merits of qualitative research. Dr. Cozza and Ms. Rosaria Cimino, thanks for the advisement support. To all the Ed.D. candidates that I encountered on my academic journey, especially my
completion of this dissertation. I am truly privileged to have had the support and valuable guidance of Dr. Jim Ryan, my thesis supervisor during this research. The effort, encouragement, wisdom, and valuable recommendations and guidance he imparted greatly supported me throughout this research completion. Many thanks, Jim.
Bachelor Thesis prof. dr. D. Ballas Faculty of Spatial Science University of Groningen The Netherlands July 2020 . Student migration and happiness 2 Abstract 3 Introduction 4 ... Inductive empirical qualitative research was conducted through 14 semi-structured interviews. These interviews yielded numerous results, showing that the main ...
While many books and articles guide various qualitative research methods and analyses, there is currently no concise resource that explains and differentiates among the most common qualitative approaches. We believe novice qualitative researchers, students planning the design of a qualitative study or taking an introductory qualitative research course, and faculty teaching such courses can ...
This approach matured and evolved. 5. Frameworks for Qualitative Research. CHAPTER. 05-Willis (Foundations)-45170.qxd 1/2/2007 3:15 PM Page 147. over the 20th century. Postpositivist social science research at the beginning of the 21st century involves six basic steps: 1. Find an idea you want to research.
Tips on writing a qualitative dissertation or thesis, from Braun & Clarke - Part 1. Our advice here relates to many forms of qualitative research, and particularly to research involving the use of thematic analysis (TA). Based on our experience of supervising students over two decades, as well as our writing on qualitative methodologies, we ...
Undergraduate Nursing Students' Experiences of Conducting Clinical Research Projects in Their Bachelor Theses - a Qualitative Study April 2022 SAGE Open Nursing 8:237796082210945
Undertaking an MSc dissertation in Evidence-Based Health Care (EBHC) may be your first hands-on experience of doing qualitative research. I chatted to Dr. Veronika Williams, an experienced qualitative researcher, and tutor on the EBHC programme, to find out her top tips for producing a high-quality qualitative EBHC thesis.
IntroductionThe bachelor's thesis (BT) in undergraduate education is often an autonomous and individual assignment. ... Even if qualitative research is not automatically generalized to other situations, the developed knowledge in this study may be useful for other teachers supervising nursing students or other professions at an undergraduate level.
The results chapter in a dissertation or thesis (or any formal academic research piece) is where you objectively and neutrally present the findings of your qualitative analysis (or analyses if you used multiple qualitative analysis methods ). This chapter can sometimes be combined with the discussion chapter (where you interpret the data and ...
Do yourself a favour and start with the end in mind. Section 1 - Introduction. As with all chapters in your dissertation or thesis, the methodology chapter should have a brief introduction. In this section, you should remind your readers what the focus of your study is, especially the research aims. As we've discussed many times on the blog ...
This qualitative study explores the lived experience of mental distress within college. student identity. The purposes of this study is to: (1) address a gap in extant literature on mental. health as an aspect of college identity from students' own voice, (2) add to literature that.
Prize-Winning Thesis and Dissertation Examples. Published on September 9, 2022 by Tegan George.Revised on July 18, 2023. It can be difficult to know where to start when writing your thesis or dissertation.One way to come up with some ideas or maybe even combat writer's block is to check out previous work done by other students on a similar thesis or dissertation topic to yours.
The most frequent Bachelor's thesis was a qualitative research proposal. • Participants chose topics based on personal reasons or internship experiences. • Participants were satisfied with the research competencies obtained. • Students who write a thesis can transfer research skills to practice.
Your research methodology discusses and explains the data collection and analysis methods you used in your research. A key part of your thesis, dissertation, ... Shona has a bachelor's and two master's degrees, so she's an expert at writing a great thesis. ... Qualitative research is expressed in words to gain understanding. 8495. Scribbr. Our ...
It is very important to choose the right research methodology and methods for your thesis, as your research is the base that your entire thesis will rest on. ... You will first have to choose whether you wish to use quantitative or qualitative research methods. Quantitative research involves experiments, surveys, testing, and structured content ...
Example 1: Passive construction. The passive voice is a common choice for outlines and overviews because the context makes it clear who is carrying out the action (e.g., you are conducting the research ). However, overuse of the passive voice can make your text vague and imprecise. Example: Passive construction.
The most frequent Bachelor's thesis was a qualitative research proposal. ... But 30 % of nursing undergraduate programs in Spain offer the research Bachelor's thesis (Fernández-Cano et al., 2021). On the other hand, the master's degree (graduate) program in Croatia ends with a Master's thesis that must be based on scientific research ...
Abstract or executive summary. The dissertation abstract (or executive summary for some degrees) serves to provide the first-time reader (and marker or moderator) with a big-picture view of your research project. It should give them an understanding of the key insights and findings from the research, without them needing to read the rest of the report - in other words, it should be able to ...
This article presents a list of 130-plus qualitative research topic ideas to help learners that struggle to get titles for their papers. It is helpful because many learners have difficulties picking titles that will make their essays impressive to educators. But before presenting the topics, this article defines qualitative research.
om an earlier qualitative interview study. They aimed to discover the point in data collection and analysis when new d. ta does not alter themes in the code book. Guest, Bunce, and Johnson argue that twelve interviews suffice for most researchers when they aim to discern themes concerning common views and exper.
PDF | On Oct 1, 2023, Huayan Lin and others published Barriers to the completion of bachelor thesis for bachelor nursing students during their internship: A qualitative study from dual student and ...
In her current role, Dr. Castañeda provides leadership to qualitative dissertation chairs and supports the chairs and candidates through the dissertation phase of the doctoral journey.
More specifically than other qualitative study designs, Narrative inquiry presents strategies for researchers to "study the stories people tell about their experiences" (Clandinin, 2007, xiv). On February 20, 2024, the Research Methodology Group hosted a webinar focused on Narrative Inquiry Essentials.
The bachelor's thesis (BT) in undergraduate education is often an autonomous and individual assignment. It aims to demonstrate knowledge gained through education, to be an assessment tool, and to give new learning outcomes through working on the thesis. ... Even if qualitative research is not automatically generalized to other situations, the ...
By: Sofia Saenz The SDSU College of Health and Human Services (CHHS) awarded Linda Salgin, Rose Naigino, Emily Leslie, and Samantha Shinder from the School of Public Health with Graduate Student Research Awards. Starting in 2022, the award has been offered annually with up to $3,000 to support research costs to graduate students within the CHHS who are conducting student-led research. Linda ...
Dr. Rebecca Mauldin, assistant professor of social work and co-chair of the dissertation committee, expressed pride in Kunz Lomelin's dissertation and his work as a PhD student. "He has engaged in independent research during his time at UTA and has embraced challenging methods and explored innovative research questions," Dr. Mauldin said.