Design-Based Research Method in PjBL (Project-Based Learning): A Case in Nursing Education

• In Event: Research Methodologies for Studying Problem-Based and Project-Based Learning

Abstract

Purpose
Research methodologies that catch the dynamics of the interaction between the stakeholders and the contextual environment are vital to further advance our understanding of PBL/PjBL (Authors, 2019). This paper discusses the theoretical foundation of Design-based Research (DBR) and demonstrates the research process with a case in nursing education.

Theoretical Framework
DBR is a research methodology that is pragmatic, grounded, iterative, flexible, integrative, and contextual in its methodology, procedure, data collection, and interpretations of the results (Wang & Hannafin, 2005). DBR focuses on real world problems; emphasizes studying an educational intervention in its supposed context; uses a cyclical process of design, implementation, evaluation, and improvement; utilizes mixed research methods; stresses reciprocal relationships between theories and practice; and involves a close collaborative relationship between researchers and practitioners.

DBR Design & Process
McKenny and Reeves (2018) suggest a generic model for DBR studies, which consists of three main phases: analysis and exploration, design and construction, evaluation and reflection, and two main outcomes: intervention maturing and theoretical understanding. To facilitate data collection, Sandoval (2014) suggested using a conjecture map that consists of six elements: higher level conjectures, embodiment, outcomes, mediating processes, design conjectures, and theoretical conjectures.

Methods
This study explored a project-based learning (PjBL) implementation in a population health nursing clinical class in the final semester of the BSN nursing program at a Midwest university. The PjBL course comprised of a 6-week lecture component and a group project that students completed as a clinical section, working in collaboration with their assigned clinical agency and instructor. Three iterative research cycles were conducted during Fall 2022 (Block 1) and Spring 2023 (Block 2 and Block 3). Data were collected at the end of each block through a survey in addition to focus group interviews of the students, interviews of faculty and clinical agency contacts, as well as the student work and performance. Data were analyzed and revisions and improvements were planned for the subsequent blocks and future use in the course.

Data and Results
The findings from Block 1 implementation informed the revisions that focused on engaging quieter students more, helping students to manage conflict and balance division of group work, and developing a project facilitation guide for instructors. Block 2 built on this by fine tuning and adding to the facilitation guide, incorporating Tanner’s Clinical Judgement Model, as well as highlighting the need for improved pre-project planning with some clinical agencies. Block 3 demonstrated the benefit of previous revisions and a need for a pre-project meeting between students and clinical agency partners as well as regular check-ins with them. The overall process also highlighted a need for ongoing improvement of facilitation guides by faculty sharing effective strategies. Overall, the iterative process of the design-based research method was effective for evaluating this project-based learning course design and implementation.

Scholarly Significance
The study provides PBL researchers with a methodology for studying PBL in authentic educational environments.

Authors

• Joni Tweeten, University of North Dakota

• Woei Hung, University of North Dakota