Evaluating Student Learning Using the Williams Unfolding Case Study

2.50
Hdl Handle:
http://hdl.handle.net/10755/316889
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Evaluating Student Learning Using the Williams Unfolding Case Study
Other Titles:
Critical Thinking and Simulation
Author(s):
Royle, Colleen; McKenna Moon, Mary Ann; Krumwiede, Norma
Lead Author STTI Affiliation:
Mu Lambda
Author Details:
Colleen Royle, MSN, RN; Mary Ann McKenna Moon, MSN, RN; Norma Krumwiede, EdD, RN
Abstract:
Session presented on: Friday, April 4, 2014: Advancing Care Excellence for Seniors unfolding cases were created to guide the teaching of individualized aging, complexity and life transitions to nursing students. Even though the unfolding cases are well established, no literature was located regarding the assessment and evaluation of student learning that occurs when the ACES unfolding cases are used to teach gerontologic concepts. Henry and Ertha Williams developed by Jeanne Cleary: Henry Williams is a 69-year-old African American, a retired rail system engineer who with his wife Ertha. They had one son who was killed in the war 10 years ago. They have a daughter-in-law, Betty, who is a nurse, and one grandson, Ty. Henry is concerned about Ertha because she is experiencing frequent memory lapses. This case was delivered to 39 nursing students via a live feed observation from the simulation lab to the classroom. A pre-post survey design was used to evaluate student learning by measuring knowledge, self-efficacy and satisfaction. Data was gathered through the Pre-questionnaire, Post-questionnaire and the NLN's Educational Practices Questionnaire. Cronbach's Alpha was .939. The total pre-post mean score shifted from 2.21-3.32. Paired T-tests revealed several significant areas of learning occurred for both the simulation participants were well as the students observing the unfolding case study. The ISBAR, SPICES and needs of patients with COPD are areas where significant learning occurred.
Keywords:
Assessment of student learning; ACES; Simulation
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Other Identifiers:
NERC14B01
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

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleEvaluating Student Learning Using the Williams Unfolding Case Studyen
dc.title.alternativeCritical Thinking and Simulationen
dc.contributor.authorRoyle, Colleenen
dc.contributor.authorMcKenna Moon, Mary Annen
dc.contributor.authorKrumwiede, Normaen
dc.contributor.departmentMu Lambdaen
dc.author.detailsColleen Royle, MSN, RN; Mary Ann McKenna Moon, MSN, RN; Norma Krumwiede, EdD, RNen
dc.identifier.urihttp://hdl.handle.net/10755/316889-
dc.description.abstractSession presented on: Friday, April 4, 2014: Advancing Care Excellence for Seniors unfolding cases were created to guide the teaching of individualized aging, complexity and life transitions to nursing students. Even though the unfolding cases are well established, no literature was located regarding the assessment and evaluation of student learning that occurs when the ACES unfolding cases are used to teach gerontologic concepts. Henry and Ertha Williams developed by Jeanne Cleary: Henry Williams is a 69-year-old African American, a retired rail system engineer who with his wife Ertha. They had one son who was killed in the war 10 years ago. They have a daughter-in-law, Betty, who is a nurse, and one grandson, Ty. Henry is concerned about Ertha because she is experiencing frequent memory lapses. This case was delivered to 39 nursing students via a live feed observation from the simulation lab to the classroom. A pre-post survey design was used to evaluate student learning by measuring knowledge, self-efficacy and satisfaction. Data was gathered through the Pre-questionnaire, Post-questionnaire and the NLN's Educational Practices Questionnaire. Cronbach's Alpha was .939. The total pre-post mean score shifted from 2.21-3.32. Paired T-tests revealed several significant areas of learning occurred for both the simulation participants were well as the students observing the unfolding case study. The ISBAR, SPICES and needs of patients with COPD are areas where significant learning occurred.en
dc.subjectAssessment of student learningen
dc.subjectACESen
dc.subjectSimulationen
dc.date.available2014-05-13T16:44:49Z-
dc.date.issued2014-05-13en
dc.date.accessioned2014-05-13T16:44:49Z-
dc.conference.date2014en
dc.conference.nameNursing Education Research Conference 2014en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.hostNational League of Nursingen
dc.conference.locationIndianapolis, Indiana, USAen
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen
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