Cooperative m-learning as a teaching strategy among nurse practitioner students

2.50
Hdl Handle:
http://hdl.handle.net/10755/155242
Type:
Presentation
Title:
Cooperative m-learning as a teaching strategy among nurse practitioner students
Abstract:
Cooperative m-learning as a teaching strategy among nurse practitioner students
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Krauskopf, Patricia Biller, PhD, RN, CFNP
P.I. Institution Name:Shenandoah University
Title:Assistant Professor & Coordinator, Family Nurse Practitioner Track
Co-Authors:Nan Gaylord, PhD, RN; Tami H. Wyatt, PhD, RN; Shelley Huffstutler-Hawkins, DSN, FNP, GNP and Andrew J. Ward, MA, BA
[Research Presentation] During fall semester 2006, family and pediatric nurse practitioner students from two geographically distanced universities participated in cooperative m-learning to complete two educational projects that were requirements of a nurse practitioner course in which they were currently enrolled at their respective university. Healthcare software was loaded on students' personal digital assistants (PDAs) for use in classroom and clinical settings. Students were paired or grouped with at least one student from another university and utilized peer-to-peer (P2P) technology from Skype, that allows voice and written communication via wireless environment, to connect to complete the assignments. The purpose of this project was to explore ways cooperative interactive m-learning can be used to enhance learning in clinical and classroom nursing education for students at multiple sites. The research question was; do cooperative interactive m-learning techniques promote learning? á Evaluation of the project involved focus groups conducted at the end of the semester. Participants conveyed that this means of communication was useful after they had accomplished the learning curve necessary to navigate the communication tool. They found access to nurse practitioner students with differing specialties valuable when completing the assignments. This was particularly true for the less experienced students. They also relayed that PDAs and applicable software were important assets in both the classroom and clinical settings to access evidence-based information conveniently and quickly. However, it was noted that many felt they required more experience with the technology to incorporate the PDA into the patient visit. Students indicated more technology support would also be useful, especially when provided in class. Findings from this project will be incorporated into a multi-site project involving three universities in the spring of 2007. Project funded by Innovative Technology Center at University of Tennessee and National League for Nursing Educational Research Grant.
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.titleCooperative m-learning as a teaching strategy among nurse practitioner studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155242-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Cooperative m-learning as a teaching strategy among nurse practitioner 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">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Krauskopf, Patricia Biller, PhD, RN, CFNP</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Shenandoah University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor &amp; Coordinator, Family Nurse Practitioner Track</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">pkrausko@su.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Nan Gaylord, PhD, RN; Tami H. Wyatt, PhD, RN; Shelley Huffstutler-Hawkins, DSN, FNP, GNP and Andrew J. Ward, MA, BA</td></tr><tr><td colspan="2" class="item-abstract">[Research Presentation] During fall semester 2006, family and pediatric nurse practitioner students from two geographically distanced universities participated in cooperative m-learning to complete two educational projects that were requirements of a nurse practitioner course in which they were currently enrolled at their respective university. Healthcare software was loaded on students' personal digital assistants (PDAs) for use in classroom and clinical settings. Students were paired or grouped with at least one student from another university and utilized peer-to-peer (P2P) technology from Skype, that allows voice and written communication via wireless environment, to connect to complete the assignments. The purpose of this project was to explore ways cooperative interactive m-learning can be used to enhance learning in clinical and classroom nursing education for students at multiple sites. The research question was; do cooperative interactive m-learning techniques promote learning? &aacute; Evaluation of the project involved focus groups conducted at the end of the semester. Participants conveyed that this means of communication was useful after they had accomplished the learning curve necessary to navigate the communication tool. They found access to nurse practitioner students with differing specialties valuable when completing the assignments. This was particularly true for the less experienced students. They also relayed that PDAs and applicable software were important assets in both the classroom and clinical settings to access evidence-based information conveniently and quickly. However, it was noted that many felt they required more experience with the technology to incorporate the PDA into the patient visit. Students indicated more technology support would also be useful, especially when provided in class. Findings from this project will be incorporated into a multi-site project involving three universities in the spring of 2007. Project funded by Innovative Technology Center at University of Tennessee and National League for Nursing Educational Research Grant.</td></tr></table>en_GB
dc.date.available2011-10-26T13:39:55Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:39:55Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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