ERIC Number: ED553009
Record Type: Non-Journal
Publication Date: 2013
Pages: 156
Abstractor: As Provided
ISBN: 978-1-3030-2584-6
ISSN: N/A
EISSN: 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.]
Descriptors: Nursing Students, Program Effectiveness, Audience Response Systems, Learning Strategies, Technology Uses in Education, Instructional Effectiveness, Quasiexperimental Design, Intervention, Bachelors Degrees, Pretests Posttests, Scores, Control Groups, Experimental Groups, Statistical Significance, Comparative Analysis, Learning Processes, Cognitive Style, Educational Practices
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A