Design, format, validity and reliability of mutiple choice questions for use in nursing research and education

Multiple choice questions are used extensively in nursing research and education and play a fundamental role in the design of research studies or educational programs. Despite their widespread use, there is a lack of evidence-based guidelines relating to design and use of multiple choice questions. Little is written about their format, structure, validity and reliability of in the context of nursing research and/or education and most of the current literature in this area is based on opinion or consensus. Systematic multiple choice question design and use of valid and reliable multiple choice questions are vital if the results of research or educational testing are to be considered valid. Content and face validity schould be established by expert panel review and construct validity should be established using ‘key check’, item discrimination and item difficulty analyses. Reliability measures include internal consistency and equivalence. Internal consistency should be established by determination of internal consistency using reliability coefficients while equivalence should be established using alternate form correlation. This paper reviews literature related to the use of multiple choice questions, current design recommendations and processes to establish reliability and validity, and discusses implications for their use in nursing research and education.

UrbanHeart : a design research forum

A studio in which students act as practitioner-researchers brings together communities, local authorities and professionals, offering a case study in design as research.

Planing a thesis: ways, means and tactics for research through design

"Design is messy and over analysis will stop the flow ... " was the parting line from a colleague after a conversation on design methods. Fo1- many, 'method' is associated with a grim period in a1-chitecture where science held sway. I certainly have no intention of resu1-recting the dogma of that period, but in equal measure I agree with Till (20 12) that painting the design researcher as a heroic genius, marginalises the agency of design research. Despite the various arguments surrounding the value of design as research such as those developed by Downton (2003), van Schaik (2008), or Fraser (2013), there are only a few contempo1-ary resources Uomaka,2008) (Muckenheim and Demel, 2012), which at best provide partial references for students planning a design thesis. If the research emphasis is on designing, then critical knowledge and skills on the ways and means (methods) and tactics for their deployment (methodology) is essential.

Media use in the design studio: a case study of second year architecture

This paper outlines a case study of media use within a second year design studio at Deakin University in Victoria. Australia. The case study involves an active cohort of students working on four design projects, each staged to address specific aspects of tectonics and conceptual design. The research is based on three questionnaires, a focus group discussion and analysis of assessment and digital folios to explore the way students use digital, analogue and hybrid media within their design projects. Relationships arc drawn between media use within projects and student perceptions of the benefits of using particular media within projects of a conceptual or tectonic nature.

Urbanheart surgery - a logic of design alternatives

In 1972 Sir Leslie Martin in his essay “The Grid as Generator”, advocated “a strong theoretical basis for [planning and] urban design” (Carolin P, 2000, p4) by methodically shifting design parameters regarding the way “in which buildings [could be] placed on the land” Martin was able to demonstrate how the generation of alternatives could “allow wider scope for decisions and objectives” to be considered and discussed (Carmona M, & Tiesdell S 2007, p81). Operating within a conventional design studio yet drawing of Sir Leslie Martin’s logic, ie developing an informed understanding of a problem by identifying a finite world of design ‘alternatives’, the following paper outlines a studio based program at the School of Architecture and Building, Deakin University, referred to as the ‘UrbanHeart Surgery’. While most atelier-based courses operate largely on an ad-hoc basis where students often work within self imposed competitive isolation, Urbanheart adopts a more open yet structured approach where students work in design collaboratives to generate a matrix of alternative design scenarios. The program actively integrates postgraduate students from Architecture, Urban Design and Planning into a design research culture and allows them to engage in critical discourse by working on strategic design projects in three areas significant to the future development of the state of Victoria: Metropolitan Urbanism, Urbanism on the Periphery and Regional Urbanism.

Enhancing and assessing group and team learning in architecture and related design contexts

EXECUTIVE SUMMARYTeamwork skills are essential in the design industry where practitioners negotiate often-conflicting design options in multi-disciplinary teams. Indeed, many of the bodies that accredit design courses explicitly list teamwork skills as essential attributes of design graduates e.g., the Australian Institute of Architects (AIA), Royal Institute of British Architects (RIBA), the National Council of Architectural Registration Boards (NCARB) of the United States and the Institution of Engineers, Australia (IEAust). In addition to the need to meet the demands of the accrediting bodies, there are many reasons for the ubiquitous use of teamwork assignments in design schools. For instance, teamwork learning is seen as being representative of work in practice where design is nearly always a collaborative activity. Learning and teaching in teamwork contexts in design education are not without particular challenges. In particular, two broad issues have been identified: first, many students leave academia without having been taught the knowledge and skills of how to design in teams; second, teaching, assessment and assignment design need to be better informed by a clear understanding of what leads to effective teamwork and the learning of teamwork skills. In recognition of the lack of a structured approach to integrating teamwork learning into the curricula of design programs, this project set out to answer three primary research questions: • How do we teach teamwork skills in the context of design? • How do we assess teamwork skills?• How do design students best learn teamwork skills?In addition, four more specific questions were investigated:1. Is there a common range of learning objectives for group-and-team-work in architecture and related design disciplines that will enable the teaching of consistent and measurable outcomes?2. Do group and team formation methods, learning styles and team-role preferences impact students’ academic and course satisfaction outcomes?3. What combinations of group-and-team formation methods, teaching and assessment models significantly improve learning outcomes?4. For design students across different disciplines with different learning styles and cultural origins, are there significant differences in performance, student satisfaction (as measured through questionnaires and unit evaluations), group-and-team working abilities and student participation?To elucidate these questions, a design-based research methodology was followed comprising an iterative series of enquiries: (a) A literature review was completed to investigate: what constitutes effective teamwork, what contributes to effectiveness in teams, what leads to positive design outcomes for teams, and what leads to effective learning in teams. The review encompassed a range of contexts: from work-teams in corporate settings, to professional design teams, to education outside of and within the design disciplines. The review informed a theoretical framework for understanding what factors impact the effectiveness of student design teams. (b) The validity of this multi-factorial Framework of Effectiveness in Student Design Teams was tested via surveys of educators’ teaching practices and attitudes, and of students’ learning experiences. 638 students and 68 teachers completed surveys: two pilot surveys for participants at the four partner institutions, which then informed two national surveys completed by participants from the majority of design schools across Australia. (c) The data collected provided evidence for 22 teamwork factors impacting team effectiveness in student design teams. Pedagogic responses and strategies to these 22 teamwork factors were devised, tested and refined via case studies, focus groups and workshops. (d) In addition, 35 educators from a wide range of design schools and disciplines across Australia attended two National Teaching Symposiums. The first symposium investigated the wider conceptualisation of teamwork within the design disciplines, and the second focused on curriculum level approaches to structuring the teaching of teamwork skills identified in the Framework.The Framework of Effectiveness in Student Design Teams identifies 22 factors impacting effective teamwork, along with teaching responses and strategies that design educators might use to better support student learning. The teamwork factors and teaching strategies are categorised according to three groups of input (Task Characteristics, Individual Level Factors and Team Level Factors), two groups of processes (Teaching Practice & Support Structures and Team Processes), and three categories of output (Task Performance, Teamwork Skills, and Attitudinal Outcomes). Eight of the 22 teamwork factors directly relate to the skills that need to be developed in students, one factor relates to design outputs, and the other thirteen factors inform pedagogies that can be designed for better learning outcomes. In Table 10 of Section 4, we outline which of the 22 teamwork factors pertain to each of five stakeholder groups (curriculum leaders, teachers, students, employers and the professional bodies); thus establishing who will make best use the information and recommendations we make. In the body of this report we summarise the 22 teamwork factors and teaching strategies informed by the Framework of Effectiveness in Student Design Teams, and give succinct recommendations arising from them. This material is covered in depth by the project outputs. For instance, the teaching and assessment strategies will be expanded upon in a projected book on Teaching Teamwork in Design. The strategies are also elucidated by examples of good practice presented in our case studies, and by Manuals on Teamwork for Teachers and Students. Moreover, the project website (design.com index.html=""> visited by representatives of stakeholder groups in Australia and Canada), is seeding a burgeoning community of practice that promises dissemination, critical evaluation and the subsequent refinement of our materials, tools, strategies and recommendations. The following three primary outputs have been produced by the project in answer to the primary research questions:1. A theoretical Framework of Effectiveness in Student Design Teams;2. Manuals on Teamwork for Teachers and Students (available from the website);3. Case studies of good/innovative practices in teaching and assessing teamwork in design;In addition, five secondary outputs/outcomes have been produced that provide more nuanced responses:4. Detailed recommendations for the professional accrediting bodies and curriculum leaders;5. Online survey data (from over 700 participants), plus Team Effectiveness Scale to determine the factors influencing effective learning and successful outputs for student design teams;6. A community of practice in policy, programs, practice and dialogue;7. A detailed book proposal (with sample chapter), submitted to prospective publishers, on Teaching Teamwork in Design; 8. An annotated bibliography (accessed via the project website) on learning, teaching and assessing teamwork.The project has already had an international impact. As well as papers presented in Canada and New Zealand, the surveys were participated in by six Canadian schools of architecture, whose teaching leaders also provided early feedback on the project aims and objectives during visits made to them by the project leader. In addition, design schools in Vancouver, Canada, and San Diego in the USA have already utilised the Teacher’s Manual, and in February 2014 the project findings were discussed at Tel Aviv University in a forum focusing on the challenges for sustainability in architectural education.design.com>

Cholinesterase Research Outreach Project (CROP): measuring cholinesterase activity and pesticide use in an agricultural community

BACKGROUND: Australian farmers and their workers are exposed to a wide variety of pesticides. Organophosphate (OP) insecticides are a widely used class of pesticide used for animal husbandry practices (Naphthalophos for sheep dipping, jetting and drench), crop production for pest control (Dimethoate) and in public health (Maldison for head lice). Acute poisonings with this class of insecticide are reported among agricultural workers and children around the globe, due to the inhibition of acetylcholinesterase (AChE). Less is known about chronic exposures. Regular monitoring of erythrocyte AChE will enable farmers to identify potential exposure to organophosphate insecticides and take action to reduce exposures and improve their health and safety practices. This study aims to assess and improve the integration of AChE monitoring into routine point of care health clinics, and provide farming and non-farming people with a link between their AChE activity and their household chemical and agrichemical use. METHODS/DESIGN: The research will target individuals who work on mixed farming enterprises and routinely using OPs (n = 50) and non-farmers (n = 30). Baseline data are collected regarding demographic, health conditions and behaviours, Kessler 10 (K10) scores, chemical use and personal protection. Baseline anthropometric measures include height, weight, hip and waist circumference, body fat analysis and, biochemical analysis of fasted total serum cholesterol, triglycerides, low-density cholesterol (LDL), high-density cholesterol (HDL) and blood glucose. Analysis of erythrocyte cholinesterase (EAChE) activity is also conducted using a finger prick test. Testing of EAChE is then repeated in all participants every 3 weeks for a maximum of three times over a period 10 weeks. Participants are provided with full feedback and counselling about their EAChE activity after each reading and a detailed summary provided to all participants at the completion of the study. Data will be analysed using repeated measures within a general linear model. DISCUSSION: This work will provide an evidence base and recommendations for the integration of EAChE monitoring into Australian rural health clinics, leading to research which will further quantify pesticide exposure both on the farm and in the home, highlighting the importance of sustaining and providing a safe work and home environment for farming communities. TRIAL REGISTRATION: ACTRN12613001256763.

GEB (Children@School): a scale for measuring the impact of school design on children's general environmental behaviours

While there are many environmental education programs for children, few studies have used an appropriately developed scale for evaluating children’s environmental behaviours, informed by the school- design.The research presented in this paper used an adapted GEB (General Ecological Behaviour) scale to develop a scale for measuring children’s environmental behaviours in Australian schools; GEB (Children@School). This scale has been informed by the evidenced impact on children’s behaviour of their environment.A review of the literature reveals that assessing environmentalbehaviours across different domains is a complex issue. In the absence of a reliable ecological behaviours scale, the GEB scale was developed by Kaiser in 1998 as a scientifically grounded measure. The GEB is assumed to be the most generalizable and allencompassing environmental behaviour measure compared to the other environmental behavioural measures.In order to develop the GEB (Children@School), 624 children, aged 10-12 years old completed a survey. Factor analysis indicated that this scale has two dimensions: Children’s Pro-active Ecobehaviours, and Children’s Environmental Behaviours towards Resource and Energy Conservation. The estimate reliability omega value was calculated for each of the identified factors and the results indicated that the scale has a reasonable internal consistency. This suggests that GEB (Children@School) is an appropriate scale to meaningfully measure children’s environmental behaviours when associated with school-design.

Waste production simulation for building deconstruction projects

The recently erected concept of building deconstruction has significantly promoted building components and materials reuse and recycling where building is carefully dismantled into reusable parts. Current research and practices of building deconstruction mainly focus on issues of process before and during the deconstruction such as hazardous material detection, deconstruction design and deconstruction technology. The issues after the deconstruction project are rarely considered. Waste reuse and recycling are enabled through deconstruction yet not practically achieved, and especially the demands of waste building components and materials are hard to appear and match the actual waste production in a building deconstruction project. To deal with this awkward situation, the waste production needs to be conducted in a demand-oriented way. It needs to be thoughtfully planned and scheduled prior to the physical deconstruction as an essential portion of deconstruction project planning and scheduling. Furthermore, the relationship between waste production and structural characteristics of the building creates a serious consideration affecting a deconstruction plan. As a result, a waste production simulation will facilitate waste reuse and recycling in a deconstruction project. It serves as a crucial section of deconstruction planning and design. This research aims to describe the concept of waste production simulation and investigate various management and technical aspects of waste production simulation for building deconstruction projects.

New students, new learning, new environments in higher education : literacies in the digital age

Information literacy is developing new meanings and importance in the online age of teaching and learning in higher education. Information literacy, as a highly prized graduate attribute, is related to the development of lifelong learning capacities. Its strong re-emergence in the form of digital literacy in the context of major online developments at Deakin University is considered through four cases. In each case the reader is asked to consider how the teaching staff members have conceived critical discipline-based information and digital literacies, how these conceptions are related to desired learning outcomes, the types of digital and online environments designed to support the development of these literacies, and how each one contributes to the development of lifelong learning capacities. Information and digital literacy is enlivened through being situated in broader understandings of new generations of learners, new forms of learning and new e-supported learning environments. Educational design, evaluation, research and technology implications of these new types of digital and online-based teaching and learning environments are finally examined.

Football's culture of intoxication : implications for health promotion

Objectives: The objective of this is article is to examine some of the strategies and interventions designed to encourage responsible alcohol consumption within Australian Rules football clubs.
Design: Qualitative research was undertaken with fans of four fans of football teams who compete in the South Australian National Football League (SANFL). In total, 93 interviews were conducted with male (80) and female (13) fans across these clubs. Interview data were thematically analysed with the assistance of the NVIVO software package. To elicit additional insight about the social meanings of drinking, researchers visited football games and a range of social functions.
Results: Analysis of the qualitative data suggests that formal interventions implemented by football clubs often prove ineffectual in encouraging responsible alcohol consumption, with more effective strategies aimed at dissuading heavy drinking being operationalized at an informal level by drinkers themselves through a number of ‘everyday’ or ‘lay’ strategies. Such strategies correspond to the broad analytical categories of ‘keeping safe’, ‘minimising damage’ and ‘taking charge’.
Conclusion: This focus on the role of lay strategies in informing health behaviours makes an important contribution to how we understand health promotion initiatives in relation to harmful drinking in sport and other contexts.

Enhancing business intelligence traceability through an integrated metadata framework

The Business Intelligence (BI) system provides users with multi-dimensional information (so-called BI product) to support their decision-making. However, very often business users still could not fully understand the BI product, nor have a clear picture of the entire information manufacturing chain of the BI product. In response to this situation, this paper presents an integrated metadata framework (“BIP-Map”) to facilitate the traceability and accountability of a BI product following the design science research approach. Specifically, the salient modelling and management techniques from the business process modelling notation (BPMN), the information product map (IP-Map), and the metadata management are adapted to construct a three-layered integrated metadata framework enabling the business users to make timely and informed decisions. A BIP-Map informed prototype system has been developed in collaboration with online job recruitment firms. The authors conducted in-depth interviews with seven key BI stakeholders of the recruitment firms to evaluate the usefulness of the BIP-Map. It is envisaged that the metadata framework allows the technical personnel to understand the business processes that relate to certain information provided in the BI reports. Business users will also be able to gain insights into the logic behind any BI report.

Creating value in an introductory business IS and IT unit

Given the downturn in student enrolments in Information Systems (IS) and Information Technology (IT) units, and the poor performance of a first-year IS and IT common-core unit in a business school, a new unit was developed. Action and design science research methods were employed. The new unit has a unique focus on two key skills and on modern IT and information literacy. The first skill involves describing information systems, and the second, determining how to create business value with IT in specific business contexts. Modern IT tools like a Web-based productivity suite and professional networking services are introduced, together with advanced search techniques and services and an information quality evaluation framework. The evaluation of the utility and efficacy of the unit is based on the institutional standard student feedback survey and unsolicited feedback. The unit has achieved a significant improvement in evaluation results and feedback from students, as well as converting students who were previously averse to IS and IT to study further in these areas.

Towards a business analytics capability maturity model

Business analytics (BA) systems are an important strategic investment for many organisations and can potentially contribute significantly to firm performance. Establishing strong BA capabilities is currently one of the major concerns of chief information officers. This research project aims to develop a BA capability maturity model (BACMM). The BACMM will help organisations to scope and evaluate their BA initiatives. This research-in-progress paper describes the current BACMM, relates it to existing capability maturity models and explains its theoretical base. It also discusses the design science research approach being used to develop the BACMM and provides details of further work within the research project. Finally, the paper concludes with a discussion of how the BACMM might be used in practice.