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See discussions, stats, and author profiles for this publication at:Parallels of Lived Experiences in Learning: A Scientist Learning QualitativeResearch and Nurses Learning ScienceArticleinInternational Journal of Pedagogies and Learning · October 2007DOI: 10.5172/ijpl.3.1.13CITATION1READS2211 author:Some of the authors of this publication are also working on these related projects:Wastes to profits: Technologies and business models for the management of wastes in the animal industriesView projectBernadette Kathleen McCabeUniversity of Southern Queensland40PUBLICATIONS450CITATIONSSEE PROFILEAll content following this page was uploaded byBernadette Kathleen McCabeon 21 April 2014.The user has requested enhancement of the downloaded file.
International Journal of Pedagogies and Learning, 3(1), pp. 13-20. September 200713Parallels of Lived Experiences in Learning: A ScientistLearning Qualitative Research and Nurses LearningScience1Bernadette K. McCabe ([email protected])Faculty of Sciences, University of Southern Queensland, Toowoomba, AustraliaThis article has been anonymously peer-reviewed and accepted for publication in theInternational Journal ofPedagogies and Learning, an international, peer-reviewed journal that focuses on issues and trends in pedagogiesand learning in national and international contexts. ISSN 1833-4105.© Copyright of articles is retained by authors. As this is an open access journal, articles are free to use, with properattribution, in educational and other non-commercial settings.AbstractThis article documents my personal experiences in entering research in tertiaryteaching and learning. My role as a science academic has included teaching bothundergraduate science and nursing students, as well as incorporating scientificresearch in the discipline of microbiology. Through teaching these two differentcohorts of students I have come to realise that they demand different teaching stylesand strategies. Previous studies concerning science courses in nursing programssuggested that nursing students have a negative attitude towards the relevance ofscience in nursing and lack the confidence to study this subject. In an attempt toimprove this situation. I have taken the approach of investigating my teaching andlearning practices in nurse education by undertaking a comprehensive evaluation ofthe course, and in doing so I have become more open to learning about new teachingand learning activities. This shift in research experience, from laboratory-based toeducational, has produced an interesting parallel. The new experiences and anxietiesthat I faced in entering a new paradigm of educational research can be seen asanalogous to those experienced by my nursing students when studying science innursing for the first time. This paper provides a personal account of this shift inresearch and reflects on how my lived experience of entering a new field of researchhas facilitated the way that I understand how students learn.

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Educational Psychology, The Land, International Journal of Pedagogies and Learning

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