Podcasting Lectures in Pharmacology: Does It Help or Hinder Learning in Nursing Students?

2.50
Hdl Handle:
http://hdl.handle.net/10755/153233
Type:
Presentation
Title:
Podcasting Lectures in Pharmacology: Does It Help or Hinder Learning in Nursing Students?
Abstract:
Podcasting Lectures in Pharmacology: Does It Help or Hinder Learning in Nursing Students?
Conference Sponsor:Sigma Theta Tau International
Conference Year:2008
Author:Banks, Angela D., RN, PhD
P.I. Institution Name:University of San Francisco
Title:Assistant Professor
[Research Paper or Poster Presentation] Objective: The purpose of this study is to evaluate the use of Podcasting lectures as a tool to enhance student's learning in Pharmacology. Design: A survey design Methods: Nursing students (N=100), 45% Asian, average age 24 +/- 6 years, 90% were female students enrolled in a pharmacology course at a private university in San Francisco during September 2006 to May 2007. Data were collected using structured online interview guides. Independent t-tests were used to test the differences in listening to podcasted lectures by gender. One-way between groups analysis was also conducted to explore the impact of age and ethnicity on listening to lectures podcasted. Findings: Mean podcasting scores were higher for females than males, (94.8 vs. 86.0), but the difference was not statistically significant. Asian students had higher mean podcasting scores and listened to podcasted lectures more often compared to white students (p=.03). Younger students age 21-24 had higher mean scores and listened to podcasted lectures more frequently than students age 25 and older, (p=.03). Conclusion: Both male and female students listened frequently to podcasted lectures, although this was not statistically significant by gender. Podcasting pharmacology lectures may be beneficial to all nursing students, but is especially helpful to auditory learners and students that speak English as a second language. These findings may encourage nursing professors to enhance student learning in the classroom by integrating podcasting in their teaching techniques.
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.titlePodcasting Lectures in Pharmacology: Does It Help or Hinder Learning in Nursing Students?en_GB
dc.identifier.urihttp://hdl.handle.net/10755/153233-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Podcasting Lectures in Pharmacology: Does It Help or Hinder Learning in 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">2008</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Banks, Angela D., RN, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of San Francisco</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">adbanks@usfca.edu</td></tr><tr><td colspan="2" class="item-abstract">[Research Paper or Poster Presentation] Objective: The purpose of this study is to evaluate the use of Podcasting lectures as a tool to enhance student's learning in Pharmacology. Design: A survey design Methods: Nursing students (N=100), 45% Asian, average age 24 +/- 6 years, 90% were female students enrolled in a pharmacology course at a private university in San Francisco during September 2006 to May 2007. Data were collected using structured online interview guides. Independent t-tests were used to test the differences in listening to podcasted lectures by gender. One-way between groups analysis was also conducted to explore the impact of age and ethnicity on listening to lectures podcasted. Findings: Mean podcasting scores were higher for females than males, (94.8 vs. 86.0), but the difference was not statistically significant. Asian students had higher mean podcasting scores and listened to podcasted lectures more often compared to white students (p=.03). Younger students age 21-24 had higher mean scores and listened to podcasted lectures more frequently than students age 25 and older, (p=.03). Conclusion: Both male and female students listened frequently to podcasted lectures, although this was not statistically significant by gender. Podcasting pharmacology lectures may be beneficial to all nursing students, but is especially helpful to auditory learners and students that speak English as a second language. These findings may encourage nursing professors to enhance student learning in the classroom by integrating podcasting in their teaching techniques.</td></tr></table>en_GB
dc.date.available2011-10-26T12:08:05Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:08:05Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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