A Theory-Driven Integrative Process/Outcome Evaluation of a Concept-Based Nursing Curriculum

2.50
Hdl Handle:
http://hdl.handle.net/10755/316788
Category:
Abstract
Type:
Presentation
Title:
A Theory-Driven Integrative Process/Outcome Evaluation of a Concept-Based Nursing Curriculum
Author(s):
Fromer, Rosemary
Lead Author STTI Affiliation:
Gamma Nu
Author Details:
Rosemary Fromer, PhD, RN, CNE, email: nurse99@woh.rr.com
Abstract:

Poster presented on: Friday, April 4, 2014, Saturday, April 5, 2014

The current trend in curriculum revision in nursing education is concept-based learning, but little research has been done on concept-based curricula in nursing education.  The study used a theory-driven integrative process/outcome evaluation. Embedded in this theory-driven integrative process/outcome evaluation was a causal comparative nonexperimental study. The study evaluated the effects of concept-based learning on American Technologies Institute (ATI) scores by looking at the difference in ATI scores between students exposed to the traditional curriculum and students exposed to the concept-based curriculum. The study examined the moderating variable, method of instruction, and the mediating variables, critical thinking and motivation. T-test for independent means was used for data analysis to compare ATI scores for students in the concept-based curriculum and students in the traditional curriculum. ANCOVA was performed for the cumulative grade point average and critical thinking entrance exam in order to increase precision of the comparison between the concept-based curriculum and the traditional curriculum. The results of the study indicate there was no evidence to support that students in the concept-based curriculum had a different ATI score compared to those in the traditional curriculum. Instructional practices were not congruent with program theory. The teaching-style was predominantly teacher-centered rather than student-centered as called for by the theories supporting the concept-based curriculum. Students neither agreed nor disagreed that they were engaged in critical thinking, but students tended to agree with the statements about motivation indicating they were motivated to learn in a concept-based curriculum. Generalization of the findings is limited due to the causal comparative nonexperimental design.
Keywords:
curriculum; concept-based
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published article

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleA Theory-Driven Integrative Process/Outcome Evaluation of a Concept-Based Nursing Curriculumen_GB
dc.contributor.authorFromer, Rosemaryen_GB
dc.contributor.departmentGamma Nuen_GB
dc.author.detailsRosemary Fromer, PhD, RN, CNE, email: nurse99@woh.rr.comen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316788-
dc.description.abstract<p>Poster presented on: Friday, April 4, 2014, Saturday, April 5, 2014</p>The current trend in curriculum revision in nursing education is concept-based learning, but little research has been done on concept-based curricula in nursing education.  The study used a theory-driven integrative process/outcome evaluation. Embedded in this theory-driven integrative process/outcome evaluation was a causal comparative nonexperimental study. The study evaluated the effects of concept-based learning on American Technologies Institute (ATI) scores by looking at the difference in ATI scores between students exposed to the traditional curriculum and students exposed to the concept-based curriculum. The study examined the moderating variable, method of instruction, and the mediating variables, critical thinking and motivation. T-test for independent means was used for data analysis to compare ATI scores for students in the concept-based curriculum and students in the traditional curriculum. ANCOVA was performed for the cumulative grade point average and critical thinking entrance exam in order to increase precision of the comparison between the concept-based curriculum and the traditional curriculum. The results of the study indicate there was no evidence to support that students in the concept-based curriculum had a different ATI score compared to those in the traditional curriculum. Instructional practices were not congruent with program theory. The teaching-style was predominantly teacher-centered rather than student-centered as called for by the theories supporting the concept-based curriculum. Students neither agreed nor disagreed that they were engaged in critical thinking, but students tended to agree with the statements about motivation indicating they were motivated to learn in a concept-based curriculum. Generalization of the findings is limited due to the causal comparative nonexperimental design.en_GB
dc.subjectcurriculumen_GB
dc.subjectconcept-baseden_GB
dc.date.available2014-05-13T16:42:22Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:42:22Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published articleen_GB
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