NotesFAQContact Us
Search Tips
ERIC Number: ED565572
Record Type: Non-Journal
Publication Date: 2014
Pages: 120
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-8315-2
A Study on the Effects of Collaborative Teaching as Measured by the Student Nurse's HESI-RN Exam Scores in an AD/RN Program
Sweeney, Irene O.
ProQuest LLC, D.Ed. Dissertation, Capella University
The inquiry to be addressed in this Action Research Study (ARS) is the effective teaching modality that will increase the class average pass rate and reduce the percent of students who do not score 850 or above on the HESI-RN exams. The researcher's intent was to provide data in support of a collaborative teaching environment in which to effectively teach nursing students. Currently, there are many studies dedicated to the purpose of discovering the most effective teaching modalities to increase student's success in learning and the retention of course content. The research challenge was to show statistically significant evidence in measurable differences in the HESI-RN scores before and after the implementation of collaborative versus traditional teaching methodologies in nursing education. The effect of collaborative teaching was measured by the student nurses ability to pass the HESI-RN exams with a score of 850 or greater and improve the class average passing percent rate. The results of the HESI-RN exams before and after collaborative teaching were analytically compared and inferences determined from the collected data. Data collected from the comparisons of the course means before and after collaborative teaching methods were introduced indicate support of the alternative hypothesis in the course SP Fund. The P-value was less than 0.05 and there is a noted significant difference. The difference was considered to be statistically significant and the alternative hypothesis justly supported. Primary intent of the study remained the desire to create a learning environment for the nursing students to gain optimal theoretical knowledge and critical application skills. The results of the study will be instrumental to the research site's decision in the implementation of collaborative teaching across the nursing education curriculum in the Spring of 2014. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A