Research Article Review: Methodology of Participatory Design

Research Article Review/Critique
Name
Course
Instructor
Date
Introduction
Technology enhanced learning improves improves learning when well integrated, while the students’ involvement in designing teaching material seeks to improve their clinical skills. For instance, simulation depicts the hands-on approach to learning in clinical settings. Nursing education is student centered and allows them to participate as they make choices and decisions. There is recognition that involving students in technological learning considers learning needs in clinical settings to improve learning (Haraldseid, Friberg, & Aase, 2016). This is a review of the article, “How can students contribute? A qualitative study of active student involvement in development of technological learning material for clinical skills training.”
Problem
The purpose of the study was to understand how students are actively involved developing technological learning material necessary for clinical learning. The researchers pointed out that few studies highlight how active student involvement and active teaching strategies are integrated together to improve learning for nursing students.
The relevant questions are:
To what extent the nursing facilities involve students while developing technology education materials?
How can student involvement in the clinical learning experience be explained when integrating technological learning materials?
The literature to support the authors’ hypotheses focused on clinical skills learning and the active involvement of students in the development of the technological learning material. For instance, collaboration between students increases interaction and they are more actively engaged in learning, this is because the learning environment is more likely to consider the learners specific needs (Grierson, et al., 2012). There are limited opportunities in clinical practice for the nurses to improve their clinical skills. Hence, active involvement of the learners not only motivates form but they are also more engaged in learning, in an environment that considers their input when designing the curriculum. Improving students’ knowledge is then dependent on the learners’ active participation, but research on the need to improve clinical skills through active teaching strategies has been scant.
The researchers supported students’ participation in designing the education materials, but also collaborating with the teachers/ instructors. This departs from the traditional view that the instructors should dictate the curriculum design. Having the power of control and choice for the students is consistent with the need to integrate their needs and motivate them to acquire practical skills. The researchers also identified the approach as being suitable since having students in control of the curriculum design affects the quality of learning because of there is no student feedback to inform the decision-making process. Hence, engaging students in clinical learning supports inclusive professional practice.
Method
The methodology of participatory design (PD) was appropriate for the study as user involvement was necessary in the study, this approach was also necessary since the study results were depend on how the participants communicated their perceptions about participating in developing technology learning material. The rationale for this approach was that the researchers could communicate with the participants while providing feedback. Nonetheless, the success of the methodology is dependent on the users’ knowledge. Despite the study participants being consensus on what was expected of them, the researchers failed to point out whether the user knowledge affected the study outcomes.
Even though, the participatory design approach was suitable for the study it was not rigorous since the researchers needed as they spend more understanding the behavior and responses of the study participants in clinical learning environments. The researchers are concerned with collecting data and analyzing it to establish an emerging patter or relationship between the variables in the study. The study participants non only act as co-designers of the learning materials but they are involved in the interpretation, analysis and design of the responses. This scenario is likely to occur as the researchers may share their analysis with the study participants to ensure user involvement.
The group interview approach gives results that are based on consensus as the study participants have to give their opinion about the clinical skills learning environment after the adoption of technology. The physical, psychosocial and organizational environments affect learning (Haraldseid, Friberg, & Aase, 2015). The researchers collected data through phases beginning with a review on how the tablets used were used in learning, followed but focus group interview, and since the faculty teachers and students worked together this served the intended purpose to determine how active teaching strategies that integrated technology enhanced clinical learning skills. Additionally, the students could use the learning scenarios on their own after understanding how to navigate the tablets. Hence, the research methodology cindered the learners input and relayed results to instructors for assessment on the suitability of technology teaching materials in a clinical setting.
Results
Active involvement of learners in the design of technology learning material is beneficial since the learning process is tailored to their needs. Students give suggestions ...