Nursing Research In Canada: Methods, Critical Appraisal, And Utilization, 3rd Canadian Edition Solution Manual

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The Role of Research in NursingCHAPTER OVERVIEWChapter 1 examines the role of research in a practice discipline; the historical foundations of nursingresearch; the relationships among research, education, and practice; the roles of professional nursesin the research process according to their level of educational preparation; and future trends andpriorities for nursing research. It introduces students to their role as research consumers and high-lights how consumers of research contribute to the development of evidence-informed nursingpractice.The authors emphasize that baccalaureate graduates must be able to read research critically anddetermine when a body of research is ready for use in practice. Nurses prepared at the master’s ordoctoral level conduct research and use its findings.In general, this chapter raises students’ awareness of their role as consumers of nursing research.It also fosters an appreciation of the historical evolution of nursing research, that is, where nursinghas been and where it is projected to be in terms of research.LEARNING OUTCOMESAfter reading this chapter, you will be able to do the following:•State the significance of research to the practice of nursing.•Identify the role of the consumer of nursing research.•Discuss the differences in trends within nursing research in Canada.•Describe how research, education, and practice are related to one another.•Evaluate the nurse’s role in the research process as it relates to the nurse’s level of education.•Identify future trends in nursing research.•Formulate the priorities for nursing research in the twenty-first century.INSTRUCTOR'S MANUAL:C H A P T E R1

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2CHAPTER 1The Role of Research in NursingTEACHING STRATEGIESAs a teacher of nursing students, you can facilitateyour students’ awareness of, interest in, and ap-preciation of research. The teaching strategiesidentified in this section are intended to assist youin helping students become aware of nursing re-search and its relationship to clinical practice.1. Critical Thinking ChallengesThe following lists of questions are intended tofacilitate review of chapter content and to fosterthe critical thinking skills needed to fulfill the roleof research consumer:RECALL AND UNDERSTANDING•What is nursing research?•What is the meaning of the termconsumer?•What is the research role of the registerednurse?Howdoesthisrolecomparewiththat of a nurse who has a master’s degree?A doctorate?•Howwouldyoudefineevidence-informedpractice?ANALYSIS AND SYNTHESIS•How does nursing research differ from theresearch of other disciplines?•What does it mean to be aconsumer of nursingresearch?•How does nursing research contribute to thedevelopment of clinical skills, to the overallpractice of nursing, and to professionalism?2. Allaying Students’ AnxietyAs stated in the Introduction to theInstructor’sManual, students often approach a course in re-search with preconceived notions about the na-ture and difficulty of the subject. Therefore, youshould establish a nonthreatening environment. Itmay help to begin by encouraging students to ex-press their concerns and anxieties about the sub-ject matter. Sharing the responses of students inyour other classes can initiate such a discussion.This strategy helps students realize that they arenot alone in their feelings and that you as theteacher are aware of their needs and are concernedabout them. This type of open discussion also cangive you an idea of students’ learning needs andmajor areas of potential difficulty. Through thisdiscussion, misconceptions can be addressed andclarifi ed right away.3. Making Research Relevant to PracticeIf research concepts have not been incorporatedin previous courses, or even if they have, studentsmay not be aware of the relationship betweenresearch and practice. A variety of teaching strat-egies can be used to facilitate this awareness.Students have found the use of numerous clin-ical examples during discussions of the role ofresearch in nursing to be particularly enriching.For example, you might ask your studentsabout the techniques they use to give intramuscu-lar injections. After several students describe theirtechnique(s), you can ask them to discuss wherethey obtained their knowledge and whether theybelieve these techniques are valid. You might thenexplainthat,althoughresearchsupportingthetheoretical principles related to the administrationof intramuscular injections has existed for 20 years,findings have not been universally applied in nurs-ing practice. More specifically, the effect of pos-itioning (internal rotation of the femur for givinginjections in the dorsogluteal site) was first stud-ied by nursing in 1979 by Kruszewski, Lang, andJohnson. Their study, titled “Effect of positioningon discomfort from intramuscular injections inthe dorsogluteal site,” supported the hypothesisthat “Patients who are placed in prone positionswith femurs internally rotated while receiving anintramuscular injection in the dorsogluteal site willreport less intense discomfort than patients placedin prone positions with femurs externally rotated”(Kruszewski, Lang, & Johnson, pp. 103–105).

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CHAPTER 1The Role of Research in Nursing3In 1982, Rettig and Southby supported theeffect of proper positioning in reducing discom-fort from dorsogluteal injections. In more recentresearch, Cocoman and Murray (2008) completeda comprehensive review of the practice for intra-muscular injections and discuss the often contra-dictory available evidence.4. Involving Guest SpeakersYou may want to invite a guest speaker who hasa background in historical research or an in-depthknowledge of nursing history to address the his-torical evolution of nursing research. Such a per-son can make the subject matter come alive by,for example, interspersing little-known anecdotesabout prominent nurses involved in the develop-ment of nursing research.5. Providing Experiential LearningActivitiesa. The Evolution of Nursing Research:A GameThe purpose of this learning activity is to injectsome spice into what students generally perceiveas a dry subject: the evolution of nursing research.Student objectives for the learningactivity:•Relate an historical event to its time and placeor person.•Recall milestones in the evolution of nursingresearch.Directions for implementation. This activity is amodified version ofJeopardy, a popular TV gameshow. Be sure to explain clearly how the gamewill be played before starting. Depending on thenumber of students in your class, you may have allstudents participate at once in teams or have somestudents act as the “audience” while others take therole of contestants. Form a panel of three studentsor three teams of students (a team may consist oftwo to four players). You will need index cards, fourbells or buzzers, and a score sheet with marker orboard with chalk. Create three sets of index cards:set 1 will contain the years that various historicalevents took place; set 2 will contain the eventsthemselves; and set 3 will contain the places, per-sons, or outcomes related to those events. Each setof cards should be a different colour. Key the cardsin each set to their related cards in the other twosets by marking them with the same numbers. Asan example, in 1932 (date on card #23 in set 1) theWeir report was published (event on card #23 in set2) and recommended changes in nursing education(outcome on card #23 in set 3). The instructor actsas game show host. Contestants take turns pickingone of the three categories. The instructor holds upand reads a card from that pile. Contestants thenhave to provide an answer in the form of a ques-tion from the other two sets. For example, if thecontestant picked the card from set 1 with the date“1932,” he or she could correctly respond in ques-tion form with the following: “In what year was theWeir report published?” If the contestant picked thecard from set 3 with the outcome “Recommendedchanges in nursing education,” the response mightbe: “What was the recommendation from the Weirreport?The game begins with the instructor picking acard and reading it. The contestant or team whopresses the buzzer (or rings the bell) first is giventhe fi rst chance to respond. If that contestant orteam provides the correct answer, another card ischosen and play continues. If, on the other hand,the contestant or team who buzzes in first gives anincorrectanswer, the other contestants or teamsare given a chance to answer correctly. Once thequestion is answered correctly, the game con-tinues as before. The instructor or another studentmay keep score on a flip chart or board. Score 1point for each correct answer. The instructor andstudents should decide together on a prize beforebeginning the game.

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4CHAPTER 1The Role of Research in NursingBOX1-1

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Theoretical FrameworkCHAPTER OVERVIEWChapter 2 introduces students to the nature of knowledge, both from nursing and other disciplines,discussed within the context of worldview. Philosophies of research and science are shown toform the basis for beliefs and assumptions that guide the selected approach to studying researchproblems. The link to research is demonstrated through a critical thinking decision path.Next, students are introduced to frameworks for research, providing at the outset an exampleof a clinical situation that clearly shows the relationship between practice and research. This is fol-lowed by a section that illustrates how theory links research and practice. Inductive and deductiveapproaches to science are described, using the earlier clinical example. Models are described asa way to connect concepts and develop hypotheses. Reference is made to the idea of a “ladderof abstraction” that can be used to gain a research perspective and relate concepts, theories, andframeworks.Theory is defined, and the purpose of a theoretical rationale is conveyed as a context in whichto examine problems. More specifically addressed are types of theories—grand, midrange, andmicrorange—to introduce readers to theory as a framework to answer nursing questions. A focuson nursing knowledge and nursing theory development can provide students with the frame ofreference that is so necessary to help nursing continue to define what it is, how it is unique, andhow it differs from other disciplines.Conceptual and theoretical frameworks are differentiated, and conceptual and operational def-initions are illustrated for six different concepts. Criteria for critiquing a theoretical framework areidentified to assist students in the development of their roles as research consumers.INSTRUCTOR'S MANUAL:C H A P T E R2

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6CHAPTER 2Theoretical FrameworkLEARNING OUTCOMESAfter reading this chapter, the student should be able to do the following:•Define key concepts in the philosophy of science.•Identify and differentiate between theoretical/empirical, aesthetic, personal, sociopolitical, andethical ways of knowing.•Identify assumptions underlying the post-positivist, critical, and interpretive/constructivist views ofresearch.•Compare inductive and deductive reasoning.•Differentiate between conceptual and theoretical frameworks.•Describe how a framework guides research.•Differentiate between conceptual and operational definitions.•Describe the relationships among theory, research, and practice.•Discuss levels of abstraction related to frameworks guiding research.•Describe the points of critical appraisal used to evaluate the appropriateness, cohesiveness, andconsistency of a framework guiding research.

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CHAPTER 2Theoretical Framework7TEACHING STRATEGIESThe research consumer role should be expandedin discussions about the development of nurs-ing knowledge. At this point, students can beginto engage actively in the consumer role to “testthe waters” in relation to the critical appraisal ofknowledge derived from various sources.1. Critical Thinking Challengesa. Stimulating Critical ThinkingThe following questions may serve to stimulatecritical thinking about material related to varioussources of knowledge:RECALL AND UNDERSTANDINGWhat are the two main paradigms of research?•Whatarethemajorsourcesofhumanknowledge?•How do qualitative and quantitative approachesto research differ?•How are practice and research linked?•What is the difference between induction anddeduction?•How would you definemodel?•How would you definetheory?ANALYSIS AND SYNTHESIS•What are your beliefs about nursing? Abouthealth? About human behaviour? Give ex-amples of how you think these beliefs influ-ence your clinical practice.•What scientific paradigm do you feel mostcomfortable with? Why do you feel that way?•Consider a nursing intervention you have used.On what assumptions is it based?•What are your beliefs about nursing? Abouthealth? About human behaviour? Give ex-amples of how you think these beliefs mightinfluence your approach to research.•How does theory influence the selection ofstudy design?b. Use of Discussion QuestionsThe use of discussion questions can foster criticalthinking in relation to the parameters of a well-supported, logical, and clearly articulated theor-etical framework. It also can serve as a means bywhich to meet the learning outcomes identifiedfor Chapter 2. The following questions can beused to guide the discussion:RECALL AND UNDERSTANDING•What is the most prominent type of researchconducted until recently in nursing research?•Howwouldyoudifferentiateaconceptualfrom an operational definition?•What is an assumption?•What is the purpose of a theoretical frame-work?•What is the ladder of abstraction?•What are the central phenomena of concern tonursing?ANALYSIS AND SYNTHESIS•What nursing theories or models have youheard or learned about?•How useful are they for practice?•How would you evaluate the appropriatenessof a particular operational definition?•How are hypotheses related to models andtheories?2. Using the Learner’s PreviousExperiencea. Everyday Experiences as a ConsumerA “warm-up” exercise used with beginning re-search students involves an everyday experience,for example, how one determines which sham-poo to purchase. The purpose of this exerciseis to show that different sources of informationsupport how decisions are made. Students areasked what factors go into making this decision,and a list is written on a chalkboard, overhead

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8CHAPTER 2Theoretical Frameworkprojector, or easel. Common responses focuson ingredients, media promotion, bottle colour,smell, cost, and goal for use (e.g., dandruff re-moval, conditioning). The use of personal know-ledge derived from various sources to make deci-sions is related to problem solving typically usedin research.b. Comparing and Contrasting Processes Usedto Generate KnowledgeAlthough students can identify how they makedecisions in personal and clinical situations, theyare less familiar with the scientific or researchapproach to generating knowledge. Comparingand contrasting the research process with theproblem-solving process, which is familiar tostudents, is a strategy we have used to facilitatelearning this content. An overhead or handoutcan be used to show the steps typical of theseprocesses.(1)First, the problem-solving process is presentedtostudentswithspecificemphasisonitsrelation to the nursing process, as follows:PROBLEM-SOLVING PROCESS•An obstacle to goal achievement is perceived.•The underlying difficulty is identified and stated.•Additional data are collected to validate thedifficulty.•Possible solutions are suggested and evaluated.•The most plausible solutions are attempted.•The solution is evaluated in relation to elim-ination of the original obstacle.NURSING PROCESS•An assessment of data is made.•A patient health problem is identified, and anursing diagnosis is formulated.•Additional data are collected to validate thediagnosis.•Possibleinterventionsaresuggestedandevaluated.•The most plausible interventions are imple-mented.•The patient’s response is evaluated in relationto his or her goals.(2)Next,thefollowingcharacteristicsofthescientific method and the problem-solvingprocess are compared and contrasted:SCIENTIFIC METHOD•Control of extraneous influencing factors•Problem solving•Evidence based on “objective” reality•Purpose—to make a contribution to generalknowledgePROBLEM SOLVING•No control of extraneous influencing factors•Does not necessarily involve research•May include subjective bias in investigation ofproblem•Concerned with a situation-specific solution(3)Finally, a clinical situation is used to emphasizethe difference between problem solving andusing research to generate knowledge. Forexample, a nurse may notice that Mrs. X has apressure ulcer. Her statement of the situation-specific problem might be as follows: “How canfurther development of the ulcer be prevented,and how can the ulcer be healed?” If the nurseobserves the development of pressure ulcers inmany patients over time, he or she may ask theresearch question, “What is the most effectivemethod for preventing pressure ulcers?”3. Providing Experiential LearningActivitiesa. Identifying the Basis of Nursing Techniques/ProtocolsThis learning activity provides students with anopportunity to question the theoretical basis ofstandard nursing interventions.

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CHAPTER 2Theoretical Framework9Student objectives for the learningactivity:•Based on the findings of this clinical exercise,identify the bibliographical sources used in thedevelopment of a selected nursing technique/protocol.•Determine whether or not the nursing tech-nique/protocol was based on research.•Suggestpotentialproblemsthatmayarisefrom using non–research-based nursing tech-niques/protocols.Directions for implementation. Assign this exer-cise at the beginning of the course. Have studentsselect a nursing protocol/technique (such as urinarycatheterization or intravenous maintenance) froma clinical agency’s policy and procedure manual.(Explain that they may obtain a copy of the select-ed protocol from the agency’s nursing or nursingeducation office.) Ask them to determine by whomthe protocol (procedure) was written. This infor-mation may be obtained from an in-service edu-cator or nursing administrator. Direct students torequest an interview with one or more individualswho are involved in developing practice protocolsfor the agency. The purpose of the interview is todetermine the basis for the existing protocol. Sug-gested interview questions include the following:•Can you explain how protocols are written inyour agency?•On what information was this specific protocolbased?•Are there any references that will give me abetter understanding of the rationale for thepractices included in the protocol?After the interview, students should submit a briefpaper that describes the experience and states aconclusion about whether or not the protocol isresearch-based.On completion of the clinical exercise, stu-dents may also be asked to present their findingsin class.During the discussion period it is important toconsider the following questions:•Was any reference to research made, either bythe interviewee or in the protocol itself?•If no reference is made or if the reference is anon-research source, how does one know thatthe selected technique/protocol is valid?•What then is the basis of the selected practice?•What is the value of research support of the se-lected technique/protocol or for any technique/protocol?4. Using Diagrams to ShowRelationshipsStudents respond to visual representations be-cause diagrams often clarify a potentially confus-ing topic. When using examples in discussionsabout concepts, theory, research, and hypothesisdevelopment, you should map out specific rela-tionships. Diagrams that clearly identify the vari-ables being studied and the relationships betweenthem will enhance students’ understanding of theprocess used to summarize literature and arriveat hypotheses. In Figure 2-5 below, the link be-tween the independent variables (stress, socialsupport, coping) and dependent variable (healthoutcomes) is illustrated. The figure outlines theprocess through which a supportive interven-tion influences the health outcomes of homelessyouth. Locate the article and work with the stu-dents to understand how the framework informedthe hypothesized relationships.5. Providing Experiential LearningActivitiesFORMULATING DEFINITIONSThis learning activity is designed to give stu-dentsexperienceindevelopingoperationaldefinitions in an effort to increase their abilityto critique the definitions they read in researchreports.

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10CHAPTER 2Theoretical FrameworkStudent objectives for the learningactivity:•Construct a conceptual definition.•Construct an operational definition.•Evaluate an operational definition in terms ofclarity and inclusion of an index of measurement.Directions for implementation. Identify or ask stu-dents to name concepts. Select four to six of theseconcepts for students to define, both conceptuallyand operationally, using a library and other resour-ces. Students can start with a dictionary definitionand then read the work of a theorist who has exam-ined the concept. To make this activity manageablefor students, you can have each choose one of theidentified concepts to define. Another option is tohave only some students (equal to the number ofconcepts to be defined) involved in this particularlearning activity, while others can be engaged indifferent learning activities at other times in the re-search course. This activity also can be a writtenassignment completed out of class and then sharedat a subsequent class session. You can also includethe construction of an operational definition as anitem on an examination.Guidelines for discussion. After students sharetheir defi nitions with the class, you can focus onthe evaluation of each definition. Of course, stu-dents should be actively involved in the evalua-tion discussion. You can prompt students byasking them whether each definition is clear andunambiguous and to identify the specific index ofmeasurement that operationalizes the definition.FIGURE 2-5Model of conceptual foundation. From Stewart, M., Reutter, L., Letoumeau, N., & Makwarimba, E. (2009).A support intervention to promote health and coping among homeless youths.Canadian Journal of N ursing Research,41(2), 54–77.

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INSTRUCTOR'S MANUAL:C H A P T E R3Critical Reading Strategies:Overview of the Research ProcessCHAPTER OVERVIEWChapter 3 begins by emphasizing the need to use critical thinking and critical reading skills whenreading a research article. Both concepts are defined and discussed as a means to help studentsmore effectively read and understand research articles. The authors separate the process of criticalreading into four levels, or stages, of understanding: preliminary, comprehensive, analysis, andsynthesis. Strategies to facilitate each stage of understanding are presented.A section of Chapter 3 addresses and validates the difficulties perceived by a novice reader ofresearch. A major portion of this chapter is devoted to describing the format and style of researchreports. The authors walk the reader through each step of the research process, indicating howand where to find related content in published research and in this textbook. Examples frompublished studies are presented to bring abstract discussion to a concrete level.LEARNING OUTCOMESAfter reading this chapter, the student should be able to do the following:•Identify the steps that researchers use to conduct quantitative and qualitative research.•Identify the importance of critical thinking and critical reading for the reading of research articles.•Identify the steps associated with critical reading.•Use the steps of critical reading to review research articles.•Use identified strategies to critically read research articles.•Use identified critical thinking and critical reading strategies to synthesize critiqued articles.•Identify the format and style of research articles.

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12CHAPTER 3Critical Reading Strategies: Overview of the Research ProcessTEACHING STRATEGIESBecause practice is required to develop skill inthe use of critical thinking and critical reading, itis essential to engage the learner in dialogue andexperiential learning activities. Clarification ofthese concepts through discussion should there-fore be followed by in-class practice, so that youcan facilitate students’ use of these essential skills.1. Critical Thinking ChallengesThe following discussion questions provide aguide for reviewing the content of Chapter 3 andhelping students to think about their past use ofcritical thinking and reading skills:RECALL AND UNDERSTANDING•What is critical thinking?•What is critical reading?•How would you define the stages of criticalreading?•What strategies facilitate comprehensive under-standing of a research report?•What questions are helpful to ask when ana-lyzing a research report?•What are the main sections of a research report?How do you know them when you see them?ANALYSIS AND SYNTHESIS•How have you used critical thinking skills inthe past?•What general assumptions have you madeabout the literature you have read for othercourses?•Compare and contrast critical reading withreading for pleasure.•How does a dialogue with the text enhanceyour ability to understand its meaning?2. Questioning by the Socratic MethodSocratic questioning involves challenging stu-dents to find their own answers to a dilemma andhelping them accept that not all questions have“right” answers. It goes beyond recall of facts ordescriptions of concepts by encouraging studentsto think critically about their own ideas as theyare challenged by opposite points of view. This isa classic technique and was first applied to teach-ing nursing research by Sakalys (1985). She sug-gested that the questions asked in the ReflectiveJudgment Interview (RJI), developed by Kingand Kitchener, are consistent with questioningby the Socratic method. The RJI poses dilemmaswith two conflicting statements, followed by stan-dard questions that are intended to elicit students’opinions about the issue and their rationale for thestand they take.The dilemmas contained in the RJI are not clin-ically oriented, but you can develop ones that arerelevant to the research consumer role. A dilemmashould be read aloud to the class while students readalong from a copy. The questions are then posed,and students are encouraged to share their beliefs,opinions, and hypotheses relevant to the issue.3. Providing Experiential LearningActivitiesa.Developing Critical Reading SkillsThe purpose of this in-class group exercise is toactively engage students in critical dialogue aboutwritten material. Based on the Intra-Act procedurefor critical reading (Hoffman, 1979), this learn-ing activity fosters “… problem-solving, criticalanalysis, and metacognitive awareness while at-tending to course content” (Van Dyk & Jensen,1990).Student objectives for the learningactivity:•Identify the main ideas of a text selection.•Engage in the process of valuing by formingopinions about the selection.•Differentiate quickly formed opinions fromthose arrived at by critical analysis of the textand dialogue with peers.

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CHAPTER 3Critical Reading Strategies: Overview of the Research Process13Directions for implementation. Choose a rela-tively simple research report for in-class reading.The report should be no more than four to fivepages and should be simple versus complex in itspresentation. Form small groups (four to six stu-dents) and appoint a student from each group tobe the leader. In choosing a group leader, keepin mind that he or she should possess the abilityto initiate and sustain discussion. Provide a copyof the report to each study. Provide a handout forstudents that includes a description of the CriticalReading Process (see Table 3-1 in the core text),the appropriate critical appraisal table (18-1 or19-1 in the core text), and the Intra-Act sheet (seesample below). Explain the purpose and methodsof the exercise before proceeding with the follow-ing phases.Comprehending Research ArticlesBegin this activity by instructing students to usethehighlights of critical reading process strat-egiesto read the article. The focus will be onpreliminary and comprehensive understanding,as this phase of the activity is intended to helpstudents build a frame of reference for the text.The group leader’s responsibility is to summar-ize the text, encourage group members to contrib-ute additional information about what was read,or ask questions to clarify the main ideas of theselection.This phase should be limited to 15 to 20 min-utes for reading and 10 minutes for discussion.Step 1: Strategies for preliminary understanding•Review critiquing guidelines from your textand keep these in mind as you read.•Review the title, headings, and subheadings,cap tions under pictures, charts, graphs, ormaps.•Turn each heading into a question that youattempt to answer.•Read the introduction and discussion sec-tion of the article.•Highlight or underline on the photocopyany new terms, unfamiliar terms, and sig-nifi cant sentences.•Look up the definitions of new terms, andwrite them on the photocopy.•Highlight or underline identified steps ofthe research process.Step 2: Strategies for comprehensive understanding•Identify the main idea or theme of the arti-cle; state it in your own words in one or twosentences.•Before critiquing the article, make sureyou understand the main points of each re-ported step of the research process that youidentified.Step 3: Group ThinkThe leader should next shift the discussion from theideas contained in the text selection to the group’spersonal reactions and values related to the contentof the reading material. (This shift often occurs nat-urally.) All members should be encouraged to sharetheir personal impressions and opinions.This phase should be limited to 10 minutes.Step 4: Valuation phaseEach class member is then asked to remove anIntra-Act sheet that contains four value statementsthat you previously wrote about the research article(seesamplebelow).Thesestatementsshouldreflect opinions about the article and/or be a vehiclefor providing new insights about its meaning of thefindings from the article. Instruct students to markeitherA(agree) orD(disagree) for each statementunder their own name. This phase is intended tohelp students derive and integrate the personalmeaning that the text has for them.When critiquing the theoretical framework for aquantitative article, one example may include:Theframework of this article is not consistent with anursing perspectiveorIt is difficult to link the frame-work to the hypothesis outlined by the author(s).

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14CHAPTER 3Critical Reading Strategies: Overview of the Research ProcessStudents should next engage in discussionabout the statements on the game sheet (approxi-mately 10 minutes). Based on the discussion,students should then be asked to predict how eachof the other group members responded to thevalue statements by placing anAorDunder eachperson’s name for each statement.Step 5: Reflective phaseBegin this phase by having students score thegame sheets. Group members should then taketurns sharing how each responded and how eachpredicted the others would respond. As the dis-cussion takes place, students should check wheth-er their predictions agreed with other members’actual responses.During this phase, your role is that of a facilita-tor, rephrasing students’ comments for validation,summarizing how students responded, but notmaking value judgments about students’ opinionsor comments. This is a time to allow studentsto reflect on what they have learned in terms ofcontent and process.Step 6: Debriefing phaseAfterward, debrief the class by posing the follow-ing questions:•What did you learn from participation in Intra-Act?•Why must all group members participate?•How might discussion improve the next timewe use this method?These questions attempt to sensitize students tothe purpose of the exercise (critical reading) andto the role that collegial dialogue plays in help-ing an individual to clarify his or her own ideas.Intra-Act Activity SheetName:Date:Total Score:Percentage of Correct Predictions:Directions:Write the names of all members of the group, including yourself, in the boxes at the top of the columns(one name per column). Then read the statements. Indicate whether you agree or disagree with thestatement by circling either(A)for agree or(D)for disagree. Then predict the responses of the othermembers of your group by doing the same thing. Once all members of your group are finished, score thesheets and discuss why you agreed or disagreed with the statements.NameStatementADADADADADADADADADADADADADADADADADADADADADADADADADADADADADADADADADADADAD

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