2.50
Hdl Handle:
http://hdl.handle.net/10755/149036
Type:
Presentation
Title:
Perry battles more than 1812: Nursing students vs. technology
Abstract:
Perry battles more than 1812: Nursing students vs. technology
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Sackett, Kay M., RN, EdD
P.I. Institution Name:University at Buffalo, State University of New York
Title:Assistant Professor
The purpose of this study was to evaluate nursing students' use of technology across all levels of nursing education from 1999 ? 2004. The specific aims were: (1) understand the students' experience of technology integration (2) evaluate students learning preferences related to technology using the Perry Model (3) integrate students' experiences with level of development. Post-course evaluations were administered to 350 undergraduate and graduate students. Open-ended questions sought feedback on technology integration and descriptions of learning preferences. For aim 1 a content analysis of the students' descriptions was conducted. For aim 2 learning preferences were analyzed using Perry's Model to rate the students according to the 9 developmental levels. Aim 3 involved comparative analyses. Three major themes emerged over time: Independence with sub-themes of time, responsibility, and convenience; group dynamics/sharing with sub-theme of fear and human contact; and, preferred teaching style with sub-themes of need for discipline and immediate feedback. Students observed increased comfort and decreased barriers overtime. While appreciating the flexibility of web-enhanced learning and a decrease in technology-use anxiety, some students still preferred traditional in-class teacher led presentations. Students participating in multiple web-enhanced cross discipline teaching learning experiences over time further evidenced the transition to acceptance of the role of technology in nursing education. Applying Perry's Model, students displayed wide variations in responses. Initially many students displayed characteristics of positions 1 and 2 (simple dualism) while others transitioned to include characteristics of positions 7 and 8 (commitment in relativism). Recommendations suggestive of Perry's Model will be made for faculty using technology. Specific considerations for nurse educators to decrease barriers and support ethical and intellectual development of all levels of nursing students will be presented. Accommodating individuals' personal communication styles and preferred methods of learning will also be explored.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titlePerry battles more than 1812: Nursing students vs. technologyen_GB
dc.identifier.urihttp://hdl.handle.net/10755/149036-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Perry battles more than 1812: Nursing students vs. technology</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Sackett, Kay M., RN, EdD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University at Buffalo, State University of New York</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">kaysack@buffalo.edu</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this study was to evaluate nursing students' use of technology across all levels of nursing education from 1999 ? 2004. The specific aims were: (1) understand the students' experience of technology integration (2) evaluate students learning preferences related to technology using the Perry Model (3) integrate students' experiences with level of development. Post-course evaluations were administered to 350 undergraduate and graduate students. Open-ended questions sought feedback on technology integration and descriptions of learning preferences. For aim 1 a content analysis of the students' descriptions was conducted. For aim 2 learning preferences were analyzed using Perry's Model to rate the students according to the 9 developmental levels. Aim 3 involved comparative analyses. Three major themes emerged over time: Independence with sub-themes of time, responsibility, and convenience; group dynamics/sharing with sub-theme of fear and human contact; and, preferred teaching style with sub-themes of need for discipline and immediate feedback. Students observed increased comfort and decreased barriers overtime. While appreciating the flexibility of web-enhanced learning and a decrease in technology-use anxiety, some students still preferred traditional in-class teacher led presentations. Students participating in multiple web-enhanced cross discipline teaching learning experiences over time further evidenced the transition to acceptance of the role of technology in nursing education. Applying Perry's Model, students displayed wide variations in responses. Initially many students displayed characteristics of positions 1 and 2 (simple dualism) while others transitioned to include characteristics of positions 7 and 8 (commitment in relativism). Recommendations suggestive of Perry's Model will be made for faculty using technology. Specific considerations for nurse educators to decrease barriers and support ethical and intellectual development of all levels of nursing students will be presented. Accommodating individuals' personal communication styles and preferred methods of learning will also be explored.</td></tr></table>en_GB
dc.date.available2011-10-26T09:55:00Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:55:00Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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