Other Titles
PechaKucha Presentation
Abstract
Background: Integrating research, interprofessional teamwork, and entrepreneurship into undergraduate education enhances student achievement and success [1–3]. Traditional teaching methods often fall short due to limited experiential opportunities [4–6].
Aim: To evaluated the effectiveness of a course designed on the Research, Interprofessional Collaboration, and Entrepreneurship (RICE) Model in improving undergraduate competencies in research methodology, interdisciplinary teamwork, and entrepreneurial thinking skills.
Methods: Using a quality improvement framework, we developed and infused the RICE Model into a tuition-free, credit undergraduate course embedded in our Vertical Integrated Programs (VIP) funded research project. It was built around three pillars: (1) Research (R), emphasizing hands-on methodology training; (2) Interdisciplinary Collaboration (IC), fostering teamwork among students from diverse programs; and (3) Entrepreneurship (E), encouraging app development, innovation, and real-world problem-solving. The VIP project focused on developing a Dementia care gamified extended virtual reality app to train healthcare and allied health students in preventing and managing dementia-related behavioral symptoms. The course combined synchronous online sessions with immersive field experiences. A central feature was cross-disciplinary collaboration, where students from multiple majors partnered with a game development class to co-design a gamified VR app prototype for dementia-care training. Data were collected through qualitative analysis of structured student reflections and evaluated artifacts from assigned activities.
Results: Thematic analysis revealed notable gains in three areas: (1) increased engagement and motivation through immersive, experiential learning; (2) stronger understanding of research methodology and entrepreneurial processes; and (3) enhanced appreciation for interdisciplinary collaboration and problem-solving. The project successfully connected theoretical concepts to a tangible, healthcare relevant application.
Conclusions: The RICE Model provides an adaptable framework that prepares students to address complex societal challenges. By integrating experiential learning, teamwork, and innovation, it offers a compelling alternative to traditional pedagogy. Its transferability across disciplines equips undergraduates with essential career skills for success in diverse professional contexts.
Notes
This is a PechaKucha presentation, and the slide deck contains images instead of text. To compensate for this, the presenter notes are available in the attached slide deck. To see the notes in Adobe Acrobat, go to Tools > Comment or look at your Layers Panel. If the notes were saved as comments or layers, you can toggle them visible.
References:
[1] P. Blessinger and N. H. Hensel, Undergraduate Research as a High-Impact Educational Practice. Springer eBooks, pp. 1–18, Jan. 1, 2020.
[2] J. K. Petrella and A. P. Jung, “Undergraduate Research: Importance, Benefits, and Challenges,” International Journal of Exercise Science, vol. 1, no. 3, pp. 91–95, Jan. 1, 2008.
[3] K. Morales, M. Adewuyi, and C. Johnson, “Engaging Students in Faculty Research,” The Scholarly Teacher, 2023. [Online]. Available: https://www.scholarlyteacher.com/post/engaging-students-in-faculty-research
[4] M. Pech, P. Rehor, and M. Slabova, “Students Preferences in Teaching Methods of Entrepreneurship Education,” Journal on Efficiency and Responsibility in Education and Science, vol. 14, no. 2, pp. 66–78, Jun. 30, 2021.
[5] A. Amani and P. Deraney, “Teaching Research Skills to Undergraduate Students Using an Active Learning Approach: A Proposed Model for Preparatory-Year Students in Saudi Arabia,” International Journal on Teaching and Learning in Higher Education, vol. 30, no. 2, pp. 184–194, Jan. 1, 2018.
[6] L. M. Shakhman, O. Al Omari, J. Arulappan, and D. Wynaden, “Interprofessional Education and Collaboration: Strategies for Implementation,” Oman Medical Journal, vol. 35, no. 4, pp. e160, Jul. 15, 2020.
Sigma Membership
Alpha Epsilon
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Quality Improvement
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Interprofessional Initiatives, Competence, Teaching and Learning Strategies, Nursing Education, Teaching Methods, Learning Strategies
Recommended Citation
Akintomide, Modupe; Nandan, Monica; Li, Joy Falilatu; Kingsby, Toi-Ann; Williamsons, Dandre; Karanja, Ben; Anyanwu, Blessing; and Boadu, Maggy, "Building Tomorrow's Innovators: A Model Fusing Research, Collaboration, and Entrepreneurship" (2026). International Nursing Research Congress (INRC). 221.
https://www.sigmarepository.org/inrc/2026/presentations_2026/221
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-08-26
Building Tomorrow's Innovators: A Model Fusing Research, Collaboration, and Entrepreneurship
Toronto, Ontario, Canada
Background: Integrating research, interprofessional teamwork, and entrepreneurship into undergraduate education enhances student achievement and success [1–3]. Traditional teaching methods often fall short due to limited experiential opportunities [4–6].
Aim: To evaluated the effectiveness of a course designed on the Research, Interprofessional Collaboration, and Entrepreneurship (RICE) Model in improving undergraduate competencies in research methodology, interdisciplinary teamwork, and entrepreneurial thinking skills.
Methods: Using a quality improvement framework, we developed and infused the RICE Model into a tuition-free, credit undergraduate course embedded in our Vertical Integrated Programs (VIP) funded research project. It was built around three pillars: (1) Research (R), emphasizing hands-on methodology training; (2) Interdisciplinary Collaboration (IC), fostering teamwork among students from diverse programs; and (3) Entrepreneurship (E), encouraging app development, innovation, and real-world problem-solving. The VIP project focused on developing a Dementia care gamified extended virtual reality app to train healthcare and allied health students in preventing and managing dementia-related behavioral symptoms. The course combined synchronous online sessions with immersive field experiences. A central feature was cross-disciplinary collaboration, where students from multiple majors partnered with a game development class to co-design a gamified VR app prototype for dementia-care training. Data were collected through qualitative analysis of structured student reflections and evaluated artifacts from assigned activities.
Results: Thematic analysis revealed notable gains in three areas: (1) increased engagement and motivation through immersive, experiential learning; (2) stronger understanding of research methodology and entrepreneurial processes; and (3) enhanced appreciation for interdisciplinary collaboration and problem-solving. The project successfully connected theoretical concepts to a tangible, healthcare relevant application.
Conclusions: The RICE Model provides an adaptable framework that prepares students to address complex societal challenges. By integrating experiential learning, teamwork, and innovation, it offers a compelling alternative to traditional pedagogy. Its transferability across disciplines equips undergraduates with essential career skills for success in diverse professional contexts.
Description
Traditional teaching offers limited experiential, interdisciplinary learning opportunities. In this quality improvement project, the Research, Interprofessional Collaboration, Entrepreneurship (RICE) Model was infused into a course tied to a funded dementia care app project. Students showed higher engagement, stronger research and entrepreneurial skills, and improved collaboration. The Model provides an adaptable framework to prepare undergraduate students for success.