Problem Based Interactive CD ROM: A Pilot Evaluation of a Teaching Strategy Utilizing Mixed Methods

2.50
Hdl Handle:
http://hdl.handle.net/10755/159061
Type:
Presentation
Title:
Problem Based Interactive CD ROM: A Pilot Evaluation of a Teaching Strategy Utilizing Mixed Methods
Abstract:
Problem Based Interactive CD ROM: A Pilot Evaluation of a Teaching Strategy Utilizing Mixed Methods
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2006
Author:Roller, Cyndi, MSN, WHNP, CNM, PhD
P.I. Institution Name:Kent State University
Title:Assistant Professor
Contact Address:College of Nursing, PO Box 5190, Kent, OH, 44242-0001, USA
Contact Telephone:330-672-8823
Co-Authors:Ratchneewan Ross, PhD, MSc, RN, Assistant Professor; Nancy Aho, RN, CNS, PhD, Assistant Professor; Dorothy Van Popple Ray, MSN, RN, MS, Instructor; Rose Standish, BSN, MSN, CNM, Instructor; Jane Ragozine, RN, MSN, WHCNP, Instructor; and Richard Zeller, Ph
Background: Problem-based learning, an innovative learning strategy, facilitates critical thinking. Problem-based interactive teaching strategies (PBITS), such as interactive CD ROMs, meets the needs of undergraduate nursing student's learning styles as well as technological demands of education today.

Research Questions: 1. Does use of PBITS increase students' knowledge of labor and delivery content? 2. What was students' experience of using an interactive CD ROM?

Methods: Quasi-experimental post test design was used to evaluate the effect of PBITS. Along with the traditional learning methods presented to the control group (n=45) the treatment group (n=10) completed a problem-based interactive CD ROM on labor and delivery content. Descriptive phenomenology was used to explore students' experience of PBITS.

Sample: Convenience sample of 10 junior level baccalaureate students participated in the PBITS focus group.

Findings: Treatment group had higher total scores than the control group. Positive correlation between "Labor" and "Non-Labor" scales was found. ANCOVA was conducted comparing ôLaborö scale by treatment vs. control group using "Non-Labor" scale as a covariate. Treatment group had .59 mean residual while control group had -.13 mean residual. Though not statistically significant (F = 1.471; df = 1, 52; p = .231) researchers suspect this is due to small sample size. Themes that emerged were: CD ROM facilitated visual learning, provided group interactive learning, enhanced students' overall learning experience, and students expressed a desire for more PBITS.

Discussion: Results suggest the treatment group had superior understanding of labor and delivery content than the control group. Qualitative data revealed students believed PBITS enhanced their learning experience.

Implications: This pilot study suggests that the use of PBITS can strengthen students' ability to learn nursing content while facilitating and enhancing students' learning experiences. Nurse educators should consider incorporating PBITS in undergraduate baccalaureate nursing curriculum.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleProblem Based Interactive CD ROM: A Pilot Evaluation of a Teaching Strategy Utilizing Mixed Methodsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/159061-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Problem Based Interactive CD ROM: A Pilot Evaluation of a Teaching Strategy Utilizing Mixed Methods</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2006</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Roller, Cyndi, MSN, WHNP, CNM, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Kent State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">College of Nursing, PO Box 5190, Kent, OH, 44242-0001, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">330-672-8823</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">croller@kent.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Ratchneewan Ross, PhD, MSc, RN, Assistant Professor; Nancy Aho, RN, CNS, PhD, Assistant Professor; Dorothy Van Popple Ray, MSN, RN, MS, Instructor; Rose Standish, BSN, MSN, CNM, Instructor; Jane Ragozine, RN, MSN, WHCNP, Instructor; and Richard Zeller, Ph</td></tr><tr><td colspan="2" class="item-abstract">Background: Problem-based learning, an innovative learning strategy, facilitates critical thinking. Problem-based interactive teaching strategies (PBITS), such as interactive CD ROMs, meets the needs of undergraduate nursing student's learning styles as well as technological demands of education today.<br/><br/>Research Questions: 1. Does use of PBITS increase students' knowledge of labor and delivery content? 2. What was students' experience of using an interactive CD ROM? <br/><br/>Methods: Quasi-experimental post test design was used to evaluate the effect of PBITS. Along with the traditional learning methods presented to the control group (n=45) the treatment group (n=10) completed a problem-based interactive CD ROM on labor and delivery content. Descriptive phenomenology was used to explore students' experience of PBITS.<br/><br/>Sample: Convenience sample of 10 junior level baccalaureate students participated in the PBITS focus group. <br/><br/>Findings: Treatment group had higher total scores than the control group. Positive correlation between &quot;Labor&quot; and &quot;Non-Labor&quot; scales was found. ANCOVA was conducted comparing &ocirc;Labor&ouml; scale by treatment vs. control group using &quot;Non-Labor&quot; scale as a covariate. Treatment group had .59 mean residual while control group had -.13 mean residual. Though not statistically significant (F = 1.471; df = 1, 52; p = .231) researchers suspect this is due to small sample size. Themes that emerged were: CD ROM facilitated visual learning, provided group interactive learning, enhanced students' overall learning experience, and students expressed a desire for more PBITS. <br/><br/>Discussion: Results suggest the treatment group had superior understanding of labor and delivery content than the control group. Qualitative data revealed students believed PBITS enhanced their learning experience.<br/><br/>Implications: This pilot study suggests that the use of PBITS can strengthen students' ability to learn nursing content while facilitating and enhancing students' learning experiences. Nurse educators should consider incorporating PBITS in undergraduate baccalaureate nursing curriculum.</td></tr></table>en_GB
dc.date.available2011-10-26T21:39:55Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T21:39:55Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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