Effectiveness of Hybrid Delivery Compared to Web-Enhanced Delivery of an Undergraduate Nursing Course

2.50
Hdl Handle:
http://hdl.handle.net/10755/159893
Type:
Presentation
Title:
Effectiveness of Hybrid Delivery Compared to Web-Enhanced Delivery of an Undergraduate Nursing Course
Abstract:
Effectiveness of Hybrid Delivery Compared to Web-Enhanced Delivery of an Undergraduate Nursing Course
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2010
Author:Elverson, Cynthia, PhD
P.I. Institution Name:South Dakota State University
Contact Address:2300 Career Ave. Suite 260, Sioux Falls, SD, 57107, USA
Contact Telephone:6053678408
Co-Authors:C. Elverson, , South Dakota State University, Brookings, SD;
Purpose: An undergraduate professional nursing communication course was transformed to hybrid delivery. The course was previously offered in a web-enhanced form with the syllabus, learning outcomes, readings, outlines, and assignments posted in a web-based system. The course included two credits of theory delivered as lecture and group activities. The course also had one credit of lab with learning strategies that included group activities, audiovisuals, guest speakers, or field experiences. Student evaluations revealed opinions that the content could be covered efficiently on-line. The primary purpose of transforming this web-enhanced course to hybrid delivery was to increase effectiveness and efficiency in student learning. The secondary purpose was to increase student satisfaction. The specific questions were: 1) Is there a difference in the proportion of midterm and final exam scores below a B? 2) Is there a difference in class scores on the communication category on the Student Health Education Systems, Inc. (HESI) RN Exit Exam? 3) Is there a difference in IDEA student survey average score for overall rating of excellent teacher? 4) Is there a difference in IDEA student survey average score for overall rating of excellent course? Theoretical/Conceptual Framework: Constructivism theory and active learning pedagogy were used as the framework. Participants: The web-enhanced course had 39 students and the hybrid course had 38 students. Method: The PI/instructor transformed 15 hours of classroom time to independent learning with web-based activities and narrated PowerPoint presentations. Classroom time was modified to include more active learning with personal reflection, discussion, role-play, and questioning with a student response system. The on-campus-lab portion of the course was not changed. The IRB approved this project as exempt. The PI/instructor will analyze the data with Chi-square for question 1 and an independent t-test for questions 2-4. The level of significance is set at p < .05. Results for question 1, 3, and 4 will be available by March 2010.
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.titleEffectiveness of Hybrid Delivery Compared to Web-Enhanced Delivery of an Undergraduate Nursing Courseen_GB
dc.identifier.urihttp://hdl.handle.net/10755/159893-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Effectiveness of Hybrid Delivery Compared to Web-Enhanced Delivery of an Undergraduate Nursing Course</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">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Elverson, Cynthia, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">South Dakota State University</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">2300 Career Ave. Suite 260, Sioux Falls, SD, 57107, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">6053678408</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">cynthia.elverson@sdstate.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">C. Elverson, , South Dakota State University, Brookings, SD;</td></tr><tr><td colspan="2" class="item-abstract">Purpose: An undergraduate professional nursing communication course was transformed to hybrid delivery. The course was previously offered in a web-enhanced form with the syllabus, learning outcomes, readings, outlines, and assignments posted in a web-based system. The course included two credits of theory delivered as lecture and group activities. The course also had one credit of lab with learning strategies that included group activities, audiovisuals, guest speakers, or field experiences. Student evaluations revealed opinions that the content could be covered efficiently on-line. The primary purpose of transforming this web-enhanced course to hybrid delivery was to increase effectiveness and efficiency in student learning. The secondary purpose was to increase student satisfaction. The specific questions were: 1) Is there a difference in the proportion of midterm and final exam scores below a B? 2) Is there a difference in class scores on the communication category on the Student Health Education Systems, Inc. (HESI) RN Exit Exam? 3) Is there a difference in IDEA student survey average score for overall rating of excellent teacher? 4) Is there a difference in IDEA student survey average score for overall rating of excellent course? Theoretical/Conceptual Framework: Constructivism theory and active learning pedagogy were used as the framework. Participants: The web-enhanced course had 39 students and the hybrid course had 38 students. Method: The PI/instructor transformed 15 hours of classroom time to independent learning with web-based activities and narrated PowerPoint presentations. Classroom time was modified to include more active learning with personal reflection, discussion, role-play, and questioning with a student response system. The on-campus-lab portion of the course was not changed. The IRB approved this project as exempt. The PI/instructor will analyze the data with Chi-square for question 1 and an independent t-test for questions 2-4. The level of significance is set at p &lt; .05. Results for question 1, 3, and 4 will be available by March 2010.</td></tr></table>en_GB
dc.date.available2011-10-26T22:25:59Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T22:25:59Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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