Rotating Stations: Problem and Purpose and Question, Oh My!

Susan M. Strouse PhD, RN; Genevieve B. Elrod PhD, RN, OCN; Karyn Butler PhD, RN, FPMHNP-BC, CNM

3 Rotating Stations: Problem and Purpose and Question, Oh My!

Prerequisite Knowledge

The purpose of research and evidence-based practice in nursing
The types of research that generate evidence for nursing practice
The steps of research in nonexperimental and experimental designs

Learner Setting

Classroom

Strategy Type

Small group

Time

Faculty prep: <5 minutes

Delivery with students: 45 minutes

Evaluation: 15 minutes

Learning Objectives

To critically appraise the problems, objectives, hypotheses, and variables in studies.

Materials/Resources

Markers and whiteboard (or large sheets of paper attached to walls or easels)

Instructor-generated example (see below)

Sample classroom diagram (see below)

Critique questions (see below)

Photos of student examples (see below)

Strategy Overview

The purpose of this strategy is to provide students with an opportunity to practice their understanding of the connections between various elements found in a research report (research problem, study purpose, objectives/aims, research question, and hypothesis). Through a collaborative small group activity, students rotate through various “stations” in the classroom and create their own research problems, purposes, etc. and then critique the student-generated examples. The instructor circulates among the groups during the course of this activity, providing clarification and feedback but not always correction, leaving the groups something to critique and discuss. Groups then answer a set of critique questions using the example at their final station. Groups share their critiques and impressions of the learning experience with the whole class.

Steps

Demonstrate an example that begins with a broad topic and progresses through research problem, purpose, objectives/aims, question, and hypothesis
Take class suggestions or simply provide students with a broad research topic (i.e. nursing education)
Divide students into small groups and assign each group a beginning station at the whiteboard.
Each group generates a research problem based on the overall topic.
The instructor circulates to provide clarification and feedback and then directs each group to move to the next whiteboard station.
Each group generates a study purpose based on the research problem that is already written at this station.
The instructor circulates to provide clarification and feedback and then directs each group to move to the next whiteboard station.
Each group generates a study objective or aim based on the problem and purpose that are already written at this station.
The instructor circulates to provide clarification and feedback and then directs each group to move to the next whiteboard station.
Each group generates a research question based on all the information already written at this station.
The instructor circulates to provide clarification and feedback and then directs each group to move to the next whiteboard station.
Each group generates a hypothesis based on all the information already written at this station.
The instructor circulates to provide clarification and feedback and then directs each group to move to the next whiteboard station.
Now, at the final station, groups complete the critique questions in their small groups.
The instructor facilitates a class discussion of the critique questions and lessons learned from this assignment that can be applied to critiquing research articles.

Evaluation

Low stakes – Instructor feedback during class activity and/or credit for active participation

Rotating Stations: Instructor-generated Example

Topic: A broad area that includes many potential research problems
- Example: Side effects of chemotherapy
Problem: An area of concern within the broad topic of interest
- Example: Nausea and vomiting are common side effects among patients on chemotherapy, and interventions to date have been only moderately successful in reducing these effects. New interventions that can reduce or prevent these side effects need to be identified.
Purpose: A summary of the overall goal of the study
- Example: The purpose of this study is to test an intervention to reduce chemotherapy-induced side effects
Objectives/aims: The specific accomplishments the researchers hope to achieve through this study
- Example: The objective of this study is to develop and implement two alternative procedures for administering antiemetic therapy for patients receiving moderately emetogenic chemotherapy (patient-controlled versus nurse-controlled).
Question: The specific question the researchers hope to answer in addressing the research problem
- Example: What is the relative effectiveness of patient-controlled antiemetic therapy versus nurse-controlled antiemetic therapy with regard to (a) medication consumption and (b) control of nausea/vomiting in patients on chemotherapy?
Hypothesis: A statement of predicted relationships between variables
- Example: Subjects receiving antiemetic therapy by a patient-controlled pump will (1) be less nauseated, (2) vomit less, and (3) consume less overall medication than subjects receiving the therapy by nurse administration.

Rotating Stations: Sample classroom diagram

Rotating Stations: Critique questions

Now that you’ve completed your rotation through the room, consider the following questions for your current station. I’ll ask each of the groups to share an answer with the class.

Is the problem clear and concise?
Does the purpose express the goal/focus of the study?
Is the objective/aim based on the study purpose?
Does the question direct the type of data that will be collected?
What type(s) of hypothesis is it?
Does the hypothesis identify the relationships among the variables in the study?