The Learner's Perspective of WebQuests as a Teaching/Learning Strategy in Nursing Education

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Hdl Handle:
http://hdl.handle.net/10755/308716
Category:
Full-text
Type:
Presentation
Title:
The Learner's Perspective of WebQuests as a Teaching/Learning Strategy in Nursing Education
Author(s):
Leibold, Nancyruth; Schwarz, Laura Marie
Lead Author STTI Affiliation:
Mu Lambda
Author Details:
Nancyruth Leibold, EdD, RN, MSN, BSN, PHN, LSN, nrleibold@hotmail.com; Laura Marie Schwarz, DNP, RN
Abstract:
Poster presented on: Sunday, November 17, 2013, Saturday, November 16, 2013: Purpose: WebQuests are instructional webpages that have unique designs to engage learners in higher order thinking, such as analysis, critical thinking, evaluation and synthesis in learners. Consistent with constructivist philosophy, a WebQuest can be used for staff development, continuing education, and/or academic education.�There are six main components to a WebQuest: introduction, task, process, conclusion, evaluation and resources/credits (Dodge, 1995). Educators can design probing questions into the Nursing WebQuest and use simulation in the design. There is a gap in the literature of research related to the effectiveness and use of WebQuests in Nursing Education, yet a variety of teaching/learning strategies are important to use and study by nurse educator leaders. This study sought to examine the teaching/learning strategy of WebQuests from the learner's point of view. Methods: A descriptive, mixed methods survey design was used to study the learner's perspective of WebQuests as a teaching/learning strategy in nursing. A convenience sample of 28 nursing students who used Nursing WebQuests in nursing courses was obtained. Results: A majority of participants reported favorable use of the Nursing WebQuest, specifically in relation to organization, ease of use, allowing one to learn at their own pace, encouraging reflective thinking and prompted thinking about interacting with patients and families and nursing interventions. Conclusion: Valuable information was discovered for nurse educators regarding what is effective in the WebQuest design for nursing learners. Areas for improvement were identified so that nurse educators can improve WebQuest use in Nursing Education. Further study and use of WebQuests in Nursing Education is recommended.
Keywords:
Teaching/learning strategy; Higher Level Thinking; WebQuests
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleThe Learner's Perspective of WebQuests as a Teaching/Learning Strategy in Nursing Educationen
dc.contributor.authorLeibold, Nancyruthen
dc.contributor.authorSchwarz, Laura Marieen
dc.contributor.departmentMu Lambdaen
dc.author.detailsNancyruth Leibold, EdD, RN, MSN, BSN, PHN, LSN, nrleibold@hotmail.com; Laura Marie Schwarz, DNP, RNen
dc.identifier.urihttp://hdl.handle.net/10755/308716en
dc.description.abstractPoster presented on: Sunday, November 17, 2013, Saturday, November 16, 2013: Purpose: WebQuests are instructional webpages that have unique designs to engage learners in higher order thinking, such as analysis, critical thinking, evaluation and synthesis in learners. Consistent with constructivist philosophy, a WebQuest can be used for staff development, continuing education, and/or academic education.�There are six main components to a WebQuest: introduction, task, process, conclusion, evaluation and resources/credits (Dodge, 1995). Educators can design probing questions into the Nursing WebQuest and use simulation in the design. There is a gap in the literature of research related to the effectiveness and use of WebQuests in Nursing Education, yet a variety of teaching/learning strategies are important to use and study by nurse educator leaders. This study sought to examine the teaching/learning strategy of WebQuests from the learner's point of view. Methods: A descriptive, mixed methods survey design was used to study the learner's perspective of WebQuests as a teaching/learning strategy in nursing. A convenience sample of 28 nursing students who used Nursing WebQuests in nursing courses was obtained. Results: A majority of participants reported favorable use of the Nursing WebQuest, specifically in relation to organization, ease of use, allowing one to learn at their own pace, encouraging reflective thinking and prompted thinking about interacting with patients and families and nursing interventions. Conclusion: Valuable information was discovered for nurse educators regarding what is effective in the WebQuest design for nursing learners. Areas for improvement were identified so that nurse educators can improve WebQuest use in Nursing Education. Further study and use of WebQuests in Nursing Education is recommended.en
dc.subjectTeaching/learning strategyen
dc.subjectHigher Level Thinkingen
dc.subjectWebQuestsen
dc.date.available2013-12-19T17:35:08Z-
dc.date.issued2013-12-19en
dc.date.accessioned2013-12-19T17:35:08Z-
dc.conference.date2013en
dc.conference.name42nd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationIndianapolis, Indiana, USAen
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten
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