A co-created learning process in a doctoral seminar.

Area of Science:

• Nursing Education
• Doctoral Studies
• Vulnerable Populations Research

Background:

• Doctoral seminars require effective pedagogical approaches for research development.
• Integrating student knowledge is crucial for specialized research areas like vulnerable populations.
• Previous educational models may not fully leverage student-led inquiry in doctoral programs.

Purpose of the Study:

• To describe a co-created educational process in a doctoral seminar on vulnerable populations.
• To facilitate the integration of students' knowledge for program of research development.
• To evaluate the effectiveness of a flexible, partnership-based teaching philosophy.

Main Methods:

• A flexible, co-created curriculum was implemented in a doctoral seminar.
• A teaching philosophy centered on partnership between professor and students was adopted.
• Student knowledge integration was facilitated through interactive learning.

Main Results:

• An intensive, mutual, and innovative learning environment was created.
• Students demonstrated enthusiasm, leading to a collaborative scholarly paper beyond the seminar's initial objective.
• The co-created process successfully integrated students' knowledge for research development.

Conclusions:

• Flexible, partnership-based educational models can enhance doctoral learning.
• Co-created learning environments foster student engagement and scholarly output.
• Doctoral faculty should consider integrating mutual partnerships for knowledge-building with students.