Parallels of Lived Experiences in Learning: A Scientist Learning Qualitative Research and Nurses Learning Science

Bernadette K. McCabe
2007 International Journal of Pedagogies and Learning  
This article documents my personal experiences in entering research in tertiary teaching and learning. My role as a science academic has included teaching both undergraduate science and nursing students, as well as incorporating scientific research in the discipline of microbiology. Through teaching these two different cohorts of students I have come to realise that they demand different teaching styles and strategies. Previous studies concerning science courses in nursing programs suggested
more » ... t nursing students have a negative attitude towards the relevance of science in nursing and lack the confidence to study this subject. In an attempt to improve this situation. I have taken the approach of investigating my teaching and learning practices in nurse education by undertaking a comprehensive evaluation of the course, and in doing so I have become more open to learning about new teaching and learning activities. This shift in research experience, from laboratory-based to educational, has produced an interesting parallel. The new experiences and anxieties that I faced in entering a new paradigm of educational research can be seen as analogous to those experienced by my nursing students when studying science in nursing for the first time. This paper provides a personal account of this shift in research and reflects on how my lived experience of entering a new field of research has facilitated the way that I understand how students learn.
doi:10.5172/ijpl.3.1.13 fatcat:tlj5e5mh5vgajipvg7qa5jzlte