Dissertation/ Thesis
Προβολή σε EDS

The Effect of Interactive Computerized Simulation on Approach to Learning in Undergraduate Nursing Students

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: The Effect of Interactive Computerized Simulation on Approach to Learning in Undergraduate Nursing Students
Γλώσσα: English
Συγγραφείς: Mitchell, Claudia
Πηγή: ProQuest LLC. 2010Ph.D. Dissertation, Northcentral University.
Διαθεσιμότητα: 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
Peer Reviewed: N
Φυσική περιγραφή: PDF
Page Count: 143
Ημερομηνία έκδοσης: 2010
Τύπος εγγράφου: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Descriptors: Nursing Students, Bachelors Degrees, College Graduates, Academic Standards, Pretests Posttests, Computer Assisted Instruction, Computer Simulation, Context Effect, Measures (Individuals), Student Attitudes, Learning Strategies, Teaching Methods
ISBN: 978-1-124-36551-0
Περίληψη: Competency standards require baccalaureate nursing graduates to demonstrate knowledge, understanding, and the ability to solve complex problems. In an effort to achieve these program outcomes, educators seek empirical evidence related to the learning process and the effect of innovative teaching strategies, such as simulation, on the learner. Traditional teacher-centered educational models which foster rote learning may not promote a deep approach to learning and facilitate student understanding. Students who utilize deep learning strategies seek meaning and understanding and often have higher quality learning outcomes. The purpose of this quasi-experimental study was to examine the effect of interactive computer-based clinical simulation on undergraduate nursing student approach to learning. The study employed a pre-test post-test design with a non-equivalent comparison group in order to better understand if interactive computer- based clinical simulation had an impact on student approach to learning. The study sample consisted of 64 senior level undergraduate nursing students. Two sets of data were collected using the Revised Study Process Questionnaire (R-SPQ-2F) at two points in time over a 10 week period; prior to initiation of the interactive computerized simulation assignments and at the conclusion of the academic quarter following the intervention. While the change in mean deep learning approach scale scores between the treatment and comparison group at pre and post-test were not statistically significant, the comparison group mean deep approach to learning scale score decreased more over the course of the academic quarter than did the treatment group. Future study is needed with a larger sample size over an extended period of time to determine if interactive computer- based clinical simulation has an effect on student approach to learning. [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.]
Abstractor: As Provided
Entry Date: 2011
Σύνδεσμος πρόσβασης: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3436857
Αριθμός Καταχώρησης: ED522964
Βάση Δεδομένων: ERIC
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  Data: Competency standards require baccalaureate nursing graduates to demonstrate knowledge, understanding, and the ability to solve complex problems. In an effort to achieve these program outcomes, educators seek empirical evidence related to the learning process and the effect of innovative teaching strategies, such as simulation, on the learner. Traditional teacher-centered educational models which foster rote learning may not promote a deep approach to learning and facilitate student understanding. Students who utilize deep learning strategies seek meaning and understanding and often have higher quality learning outcomes. The purpose of this quasi-experimental study was to examine the effect of interactive computer-based clinical simulation on undergraduate nursing student approach to learning. The study employed a pre-test post-test design with a non-equivalent comparison group in order to better understand if interactive computer- based clinical simulation had an impact on student approach to learning. The study sample consisted of 64 senior level undergraduate nursing students. Two sets of data were collected using the Revised Study Process Questionnaire (R-SPQ-2F) at two points in time over a 10 week period; prior to initiation of the interactive computerized simulation assignments and at the conclusion of the academic quarter following the intervention. While the change in mean deep learning approach scale scores between the treatment and comparison group at pre and post-test were not statistically significant, the comparison group mean deep approach to learning scale score decreased more over the course of the academic quarter than did the treatment group. Future study is needed with a larger sample size over an extended period of time to determine if interactive computer- based clinical simulation has an effect on student approach to learning. [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.]
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      – Text: English
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      – SubjectFull: Nursing Students
        Type: general
      – SubjectFull: Bachelors Degrees
        Type: general
      – SubjectFull: College Graduates
        Type: general
      – SubjectFull: Academic Standards
        Type: general
      – SubjectFull: Pretests Posttests
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Computer Simulation
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      – SubjectFull: Context Effect
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Teaching Methods
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