Course-based undergraduate research experiences (CUREs) are being championed as scalable ways of involving undergraduates in science research. Studies of CUREs have shown that participating students achieve many of the same outcomes as students who complete research internships. However, CUREs vary widely in their design and implementation, and aspects of CUREs that are necessary and sufficient to achieve desired student outcomes have not been elucidated. To guide future research aimed at understanding the causal mechanisms underlying CURE efficacy, we used a systems approach to generate pathway models representing hypotheses of how CURE outcomes are achieved. We started by reviewing studies of CUREs and research internships to generate a comprehensive set of outcomes of research experiences, determining the level of evidence supporting each outcome. We then used this body of research and drew from learning theory to hypothesize connections between what students do during CUREs and the outcomes that have the best empirical support. We offer these models as hypotheses for the CURE community to test, revise, elaborate, or refute. We also cite instruments that are ready to use in CURE assessment and note gaps for which instruments need to be developed.

Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation

Title. Becoming a nurse: a meta-study of early professional socialization and career choice in nursing.

Aim.  This paper is a report of a meta-study of early professional socialization and career choice in nursing.

Background.  The current and growing shortage of nurses is a global issue, and nursing recruitment and retention are recognized priorities internationally. The future of nursing will lie in the ability to recruit and retain the next generation to the profession.

Data sources.  Studies were identified through a search of the CINAHL, PsycInfo, Sociological Abstracts, PubMed; Medline and Embase databases from 1990 to 2007.

Review methods.  Studies were included if they gave insight into the experience of choosing nursing as a career, used qualitative methodology and methods, and were published in English. Analysis was undertaken using Paterson et al.’s framework for qualitative meta-synthesis.

Results.  Ten primary studies were included in the review. Their methodologies included: ethnography (4); descriptive qualitative (3); grounded theory (2); and phenomenology (1). The location of the research was Canada (3), United Kingdom (2), United States of America (2), Australia (1), Japan (1) and Sweden (1). Three main themes were identified: influence of ideals; paradox of caring and role of others.

Conclusion.  Career choice and early professional socialization are influenced by multiple factors. In future recruitment and retention strategies to address the critical nursing shortage, it is important to consider the role of mentors, peers and role models in the formulation of career expectations, and career choice decisions. It is also necessary to consider the role of mentors, peers and role models in the formulation of career expectations, and career choice decisions.

Becoming a nurse: a meta-study of early professional socialization and career choice in nursing.

The student affairs profession embraced student development theory as its guid­ ing philosophy in the 1970s, a move arti cu lated explicitly in Brown’s (1972) Student Development in Tomorrow’s Higher Education—A Return to the Academy. Brown reiterated student affairs’ commitment to the whole student, a commitment outlined as early as 1937 in the Student Personnel Point of View (National Association of Student Personnel Administrators, 1989), and argued for collaboration among student affairs and faculty to promote students’ development. Although the profession adopted student development theory as a philosophy to augment its whole student stance, theorists focused on separate strands of theory that complicated emphasizing the whole student. Knefelkamp, Widick, and Parker (1978) synthesized the student development research literature into five clusters, noting that they “did not find, nor could we create, the comprehensive model of student development” (p. xi). The five clusters—psychosocial theo­ ries, cognitive developmental theories, matur ity models, typology models, and person–environment interaction models—have remained as separate lines of theorizing through much of the student development literature. Although Knefelkamp and her colleagues portrayed all five clusters as valuable, research tended to further each cluster with insufficient attention to their intersections. Research in the psychological tradition tended to focus on the person; research in the sociological tradition focused on the environment. Literature on student success, outcomes, and learning is often separated from literature on student development. To complicate matters further, research within clusters to create theory in the context of gender, race, ethnicity, and sexual orientation typically resulted in separate silos rather than interconnected possibilities. Although the student affairs profession moved to explicitly embrace the link between development and learning with the Student Learning Imperative (American College Personnel Association, 1994) and Learning Reconsidered (Keeling, 2004), the learning and student development literatures are rarely integrated (Wildman & Baxter Magolda, 2008). Thus, higher education in general and student affairs in particular lack a holistic, theoretical perspective to promote the learning and development of the whole student. Constructing a holistic theoretical perspec­ tive requires focusing on intersections rather than separate constructs. Robert Kegan, a pioneer in moving toward a holistic theoretical perspective, advocated “moving from the dichotomous choice to the dialectical context which brings the poles into being in the first place” (1982, p. ix, italics in original). He argued that the questions

/pdf/the-activity-of-meaning-making-a-holistic-perspective-on-il9thvy0gl.pdf

The Activity of Meaning Making: A Holistic Perspective on College Student Development

(2006). Intellectual Development in the College Years. Change: The Magazine of Higher Learning: Vol. 38, No. 3, pp. 50-54.

Intellectual Development in the College Years

In light of rising academic stress and an increase in diagnosed mental illnesses among adolescents and young adults, this article offers the first comprehensive analysis of relationships between perceived competition and depression/anxiety among college students. Analyses were conducted by using clinically validated instruments for depression and anxiety and a diverse, national sample of 40,350 undergraduates from 70 institutions. Multivariate logistic regressions reveal that high levels of perceived competition in one’s classes are associated with increased risks of depression and anxiety, especially among queer, first-generation, Black, and Latino/a students. Discrimination and peer support moderate these relationships, suggesting avenues for future research and educational interventions.

Competition, Anxiety, and Depression in the College Classroom: Variations by Student Identity and Field of Study

Decisions that involve consideration of inconsistent or contradictory information provide a context for understanding and supporting intellectual development.

Engaging differences: Self‐Authorship and the decision‐making process

BACKGROUND
Innovative teaching strategies in nursing education are essential with increasing enrollment. Collaborative learning and leadership (CLL) activities encourage near-peer learning through mentorship between senior-level and novice students while supporting teaching ratios in lab and clinical. In this study, senior nursing students' perceptions and performance during CLL activities were explored.


METHODS
Final-semester senior students participated in CLL activities and were evaluated on their leadership and engagement. Grading rubric results were summarized using descriptive statistics. Thematic analysis of students' post-CLL reflections supported common themes.


RESULTS
Students' average scores (97.53%) confirm students were prepared and engaged in CLL activities. Senior students enjoyed "building confidence" through these activities, with a consistent theme of "becoming a leader," noted in reflections.


CONCLUSION
Near-peer learning activities assisted senior students in development of leadership and communication skills, preparing them for nursing practice. Recommendations include developing instructions for varied CLL activities and exploring faculty perspectives regarding this experience.

Fostering collaborative learning and leadership through near-peer mentorship among undergraduate nursing students.

Predicting Women's Interest and Choice of an IT Career

Female Student Views About It Careers In High School And College

Parental Suport for Female IT Career Interest and Choice

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Anne Laughlin

Author Tools

Chat about Author