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ERIC Number: ED553009
Record Type: Non-Journal
Publication Date: 2013
Pages: 156
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-2584-6
ISSN: N/A
The Effectiveness of Using a Student Response System on Baccalaureate Nursing Student Dominant Learning Approach
Rebeschi, Lisa M.
ProQuest LLC, Ph.D. Dissertation, Capella University
Professional nurses are challenged to provide high quality, evidence-based care in today's increasingly complex healthcare environment. Thus, nurses need to develop an appreciation for life-long learning. Understanding student approach to learning may provide nurse educators with empirical evidence to support specific teaching/learning strategies used to prepare the type of knowledge worker required in today's practice environment. The problem addressed in this study is the impact of using a student response system (i.e., clickers) on student approach to learning. Although clickers have been touted to serve as a tool to engage millennial learners, other than student satisfaction, little is known about the pedagogical value of this technology. Thus, the purpose of this quasi-experimental study was to examine effectiveness of a student response system intervention on baccalaureate nursing student approach to learning. A standardized instrument was used to measure deep approach (DA) and surface approach (SA) to learning prior to and after the use of a student response system in the classroom setting over the course of a 15 week semester. Data was compared to DA and SA scores in a control group not using clicker technology. The sample consisted of 171 baccalaureate nursing students enrolled at one university in the Northeast. Students in both groups reported a decrease in DA over the semester, but this decrease was only statistically significant with the control group (p = 0.01). Mean differences between pretest and posttest DA scores did not significantly differ between the two groups (p =0.671). Students in the control group demonstrated a statistically significant (p < 0.01) increase in mean SA scores while students in the experimental group demonstrated a decrease in mean SA scores (p >0.01). Mean differences between pretest and posttest SA scores did significantly differ with the control group demonstrating a greater increase (p < .01). Study findings do not fully demonstrate the effectiveness of using a student response system on deep approach to learning. Future research using a randomized sampling technique and larger sample size is suggested. Mixed methods study to determine how nurse educators utilize the technology in the classroom is also recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A