2.50
Hdl Handle:
http://hdl.handle.net/10755/157597
Type:
Presentation
Title:
The Rest of the Story: A Case Study Evolves on Discussion Board
Abstract:
The Rest of the Story: A Case Study Evolves on Discussion Board
Conference Sponsor:Western Institute of Nursing
Conference Year:2009
Author:Priest, Janice, RN, MS, BSN, CNE
P.I. Institution Name:Arizona State University, College of Nursing & Healthcare Innovation
Title:Clinical Assistant Professor
Contact Address:6113 S. Kent Street, CLRB, Mesa, AZ, 85212, USA
Contact Telephone:480-223-2780
Co-Authors:Therese Speer, RN, MSN, CNE, Clinical Assistant Professor
Purpose: The purpose of the study was to evaluate the effectiveness of integrating an evolving case study with discussion board in the classroom setting to facilitate student learning. Rationale/Conceptual Basis/Background: It is common to assume the teacher's role is to deliver student-learning activities. This study describes the implementation of case study based learning via an online discussion board forum in a baccalaureate nursing program. The conceptual basis for this study is the constructivist theory. This learning theory is applicable to the study as it encourages active learning, builds new knowledge on past knowledge, and requires students to analyze and interpret available patient data as well as predict patient outcomes. The case study approach to learning exposes the student to clinical problems that are encountered in nursing practice and helps develop nursing strategies and problem solving skills. Discussion based learning improves the mastery of content, problem solving abilities, moral reasoning and communication skills. The premise is that this active student centered educational strategy will enhance student acquisition of didactic content knowledge and develop their clinical reasoning and problem solving skills. Methods: The study was a non-experimental descriptive study conducted in a Baccalaureate nursing program during the Adult Medical Surgical course; a learner-centered model of education, with a shift from the traditional teaching paradigm to a constructivist learning paradigm, was used. Eighty students were assigned to a discussion board forum of 5 to 8 students per group. The evolving case studies, which followed the topical course outline, were posted to each group's discussion board throughout the semester. Results: At the conclusion of the course the following two questions utilizing a 1 (strongly agree) to 5 (strongly disagree) Likert scale were posted on each group's discussion board forum. 1. The Case Study Discussion Board was an effective tool to facilitate learning (87% of students agreed). 2. I was able to apply the knowledge I gained from the Case Study Discussion board in the clinical setting (80% of students agreed). Implications: Utilization of this teaching strategy facilitates active student learning and may have a positive outcome on student learning.  Recommend a comparison study on multiple campuses that do not implement this learning strategy but have the same course objectives.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Rest of the Story: A Case Study Evolves on Discussion Boarden_GB
dc.identifier.urihttp://hdl.handle.net/10755/157597-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Rest of the Story: A Case Study Evolves on Discussion Board</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Priest, Janice, RN, MS, BSN, CNE</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Arizona State University, College of Nursing &amp; Healthcare Innovation</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Clinical Assistant Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">6113 S. Kent Street, CLRB, Mesa, AZ, 85212, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">480-223-2780</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">janicepriest@asu.edu, jlcdp5555@hotmail.com</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Therese Speer, RN, MSN, CNE, Clinical Assistant Professor</td></tr><tr><td colspan="2" class="item-abstract">Purpose: The purpose of the study was to evaluate the effectiveness of integrating an evolving case study with discussion board in the classroom setting to facilitate student learning. Rationale/Conceptual Basis/Background: It is common to assume the teacher's role is to deliver student-learning activities. This study describes the implementation of case study based learning via an online discussion board forum in a baccalaureate nursing program. The conceptual basis for this study is the constructivist theory. This learning theory is applicable to the study as it encourages active learning, builds new knowledge on past knowledge, and requires students to analyze and interpret available patient data as well as predict patient outcomes. The case study approach to learning exposes the student to clinical problems that are encountered in nursing practice and helps develop nursing strategies and problem solving skills. Discussion based learning improves the mastery of content, problem solving abilities, moral reasoning and communication skills. The premise is that this active student centered educational strategy will enhance student acquisition of didactic content knowledge and develop their clinical reasoning and problem solving skills. Methods: The study was a non-experimental descriptive study conducted in a Baccalaureate nursing program during the Adult Medical Surgical course; a learner-centered model of education, with a shift from the traditional teaching paradigm to a constructivist learning paradigm, was used. Eighty students were assigned to a discussion board forum of 5 to 8 students per group. The evolving case studies, which followed the topical course outline, were posted to each group's discussion board throughout the semester. Results: At the conclusion of the course the following two questions utilizing a 1 (strongly agree) to 5 (strongly disagree) Likert scale were posted on each group's discussion board forum. 1. The Case Study Discussion Board was an effective tool to facilitate learning (87% of students agreed). 2. I was able to apply the knowledge I gained from the Case Study Discussion board&nbsp;in the clinical setting (80% of students agreed). Implications: Utilization of this teaching strategy facilitates active student learning and may have a positive outcome on student learning.&nbsp; Recommend a comparison study on multiple campuses that do not implement this learning strategy but have the same course objectives.</td></tr></table>en_GB
dc.date.available2011-10-26T20:01:16Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T20:01:16Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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