2.50
Hdl Handle:
http://hdl.handle.net/10755/149094
Type:
Presentation
Title:
Web-Enhanced Pharmacology for Undergraduate Nursing Students
Abstract:
Web-Enhanced Pharmacology for Undergraduate Nursing Students
Conference Sponsor:Sigma Theta Tau International
Conference Year:2003
Author:Quinn, Christina Marie, RN, DNS
P.I. Institution Name:Georgia State University
Title:Assistant Professor of Nursing
The purpose of this presentation is to describe the development and evaluation of an undergraduate web-enhanced pharmacology course. Formative and summative evaluation methods will be discussed along with issues that should be addressed during implementation of a web-enhanced course. This course was developed with the assistance of an Instructional Technology Department. The students met every other week in the classroom and on the alternate weeks completed exercises in Web-CT. Students were required to access all their assignments on Web-CT. Assignments consisted of interactive games prepared by the instructor and modified by Instructional Technology. Classroom weeks included a brief overview of the content by the instructor, followed by group exercises during which the instructor acted as a facilitator. Of the 29 sophomore students, ages 22-47, 90% were female and 45% had never used a web-enhanced method of learning. Formative evaluation of the course was conducted at mid-semester with an anonymous survey placed on Web-CT. Results indicated 90% reporting Web-CT as easy to use and 78% reporting the interactive homework as very or somewhat helpful in learning the material. Comments by students included: "all the internet activities are extremely helpful"; "enjoy the out of class assignments"; "class time seems much more productive". Additionally, some changes were requested to improve the interactive homework. A serendipitous outcome was related to the fact that Web-CT preparation caused the students to read the textbook! Suggestions to improve the classroom-learning environment were also included. A summative survey that included both quantitative and qualitative data was conducted at the end of the course. Findings from this survey will be reported during the presentation. In conclusion, web-enhanced teaching of pharmacology to undergraduate students is an appropriate and sound educational method; and, the formative and summative evaluation contributed to improvement of the course.
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.titleWeb-Enhanced Pharmacology for Undergraduate Nursing Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/149094-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Web-Enhanced Pharmacology for Undergraduate Nursing Students</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">2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Quinn, Christina Marie, RN, DNS</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Georgia State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor of Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">cmquinn@gsu.edu</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this presentation is to describe the development and evaluation of an undergraduate web-enhanced pharmacology course. Formative and summative evaluation methods will be discussed along with issues that should be addressed during implementation of a web-enhanced course. This course was developed with the assistance of an Instructional Technology Department. The students met every other week in the classroom and on the alternate weeks completed exercises in Web-CT. Students were required to access all their assignments on Web-CT. Assignments consisted of interactive games prepared by the instructor and modified by Instructional Technology. Classroom weeks included a brief overview of the content by the instructor, followed by group exercises during which the instructor acted as a facilitator. Of the 29 sophomore students, ages 22-47, 90% were female and 45% had never used a web-enhanced method of learning. Formative evaluation of the course was conducted at mid-semester with an anonymous survey placed on Web-CT. Results indicated 90% reporting Web-CT as easy to use and 78% reporting the interactive homework as very or somewhat helpful in learning the material. Comments by students included: &quot;all the internet activities are extremely helpful&quot;; &quot;enjoy the out of class assignments&quot;; &quot;class time seems much more productive&quot;. Additionally, some changes were requested to improve the interactive homework. A serendipitous outcome was related to the fact that Web-CT preparation caused the students to read the textbook! Suggestions to improve the classroom-learning environment were also included. A summative survey that included both quantitative and qualitative data was conducted at the end of the course. Findings from this survey will be reported during the presentation. In conclusion, web-enhanced teaching of pharmacology to undergraduate students is an appropriate and sound educational method; and, the formative and summative evaluation contributed to improvement of the course.</td></tr></table>en_GB
dc.date.available2011-10-26T09:56:03Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:56:03Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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