Baby Boy Jones: Using Technology to Engage Undergraduate Nursing Students in a Case-Based Learning Activity

2.50
Hdl Handle:
http://hdl.handle.net/10755/335033
Category:
Full-text
Type:
Presentation
Title:
Baby Boy Jones: Using Technology to Engage Undergraduate Nursing Students in a Case-Based Learning Activity
Other Titles:
Using Simulation Through the Lifespan
Author(s):
Cleveland, Lisa M.; Taylor, Bonnie; Paper, Bruce; Solis, Linda Grace
Lead Author STTI Affiliation:
Non-member
Author Details:
Lisa M. Cleveland, PhD, RN, PNP-BC, IBCLC, clevelandl@uthscsa.edu; Bonnie Taylor, MA, CAPM; Bruce Paper, BA; Linda Grace Solis, PhD
Abstract:
Session presented on Saturday, July 26, 2014: Purpose: Case-based learning activities (CBLAs) are an effective strategy for teaching clinical reasoning and decision-making skills in the health sciences. Baby Boy Jones, our prototype CBLA focused on newborn infection, is an interactive, unfolding case scenario within the context of interprofessional care, deployed as a web-based independent learning activity. The purpose of this presentation is to describe the develpment of this CBLA, discuss learning outcomes and student attitudes as well as our plans for continued development of this project. Methods: The CBLA, situated in the undergraduate maternal-newborn nursing course, was designed using SoftChalk' e-learning, authoring software and delivered using the Blackboard learning management system. Content addressing learning objectives was presented using branching decision points, immediate feedback, opportunities for reflection, and formative assessment. Identical pre/post-activity assessments were used to measure learning outcomes and a survey was used to measure attitudes. Results: Students (N=342) participated in the Baby Boy Jones CBLA; 315 completed all 10 items of the pre and post-activity assessments. Findings revealed a statistically significant difference in their scores (z=-11.03, p<.001) indicating that students performed better on the post assessment. In addition, 195 students responded to the attitude survey. Results showed that students agreed the CBLA was relevant to their learning needs for the course (94%) and focused on the learning objectives (95%). They also felt the activity incorporated decision-making and feedback (92%) and was visually compelling and thought provoking (85%). Students agreed the activity reflected current theory and evidence-based practice (96%) and they learned content more effectively for transfer to the clinical setting using this method of instruction (82%). Lastly, following the activity, students felt more capable of identifying an infant at risk for developing infection and more capable of providing nursing care for that infant (86%). Conclusion: The Baby Boy Jones CBLA is an example of innovation in nursing education demonstrating student achievement of learning objectives and a high degree of student satisfaction. Continued exploration of this method of instruction in nursing and other health professions education is strongly encouraged.
Keywords:
Case-based learning; Paired t-test; Survey Analysis
Repository Posting Date:
17-Nov-2014
Date of Publication:
17-Nov-2014 ; 17-Nov-2014
Other Identifiers:
INRC14E09
Conference Date:
2014
Conference Name:
25th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Hong Kong
Description:
International Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kong

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleBaby Boy Jones: Using Technology to Engage Undergraduate Nursing Students in a Case-Based Learning Activityen
dc.title.alternativeUsing Simulation Through the Lifespanen
dc.contributor.authorCleveland, Lisa M.en
dc.contributor.authorTaylor, Bonnieen
dc.contributor.authorPaper, Bruceen
dc.contributor.authorSolis, Linda Graceen
dc.contributor.departmentNon-memberen
dc.author.detailsLisa M. Cleveland, PhD, RN, PNP-BC, IBCLC, clevelandl@uthscsa.edu; Bonnie Taylor, MA, CAPM; Bruce Paper, BA; Linda Grace Solis, PhDen
dc.identifier.urihttp://hdl.handle.net/10755/335033-
dc.description.abstractSession presented on Saturday, July 26, 2014: Purpose: Case-based learning activities (CBLAs) are an effective strategy for teaching clinical reasoning and decision-making skills in the health sciences. Baby Boy Jones, our prototype CBLA focused on newborn infection, is an interactive, unfolding case scenario within the context of interprofessional care, deployed as a web-based independent learning activity. The purpose of this presentation is to describe the develpment of this CBLA, discuss learning outcomes and student attitudes as well as our plans for continued development of this project. Methods: The CBLA, situated in the undergraduate maternal-newborn nursing course, was designed using SoftChalk' e-learning, authoring software and delivered using the Blackboard learning management system. Content addressing learning objectives was presented using branching decision points, immediate feedback, opportunities for reflection, and formative assessment. Identical pre/post-activity assessments were used to measure learning outcomes and a survey was used to measure attitudes. Results: Students (N=342) participated in the Baby Boy Jones CBLA; 315 completed all 10 items of the pre and post-activity assessments. Findings revealed a statistically significant difference in their scores (z=-11.03, p<.001) indicating that students performed better on the post assessment. In addition, 195 students responded to the attitude survey. Results showed that students agreed the CBLA was relevant to their learning needs for the course (94%) and focused on the learning objectives (95%). They also felt the activity incorporated decision-making and feedback (92%) and was visually compelling and thought provoking (85%). Students agreed the activity reflected current theory and evidence-based practice (96%) and they learned content more effectively for transfer to the clinical setting using this method of instruction (82%). Lastly, following the activity, students felt more capable of identifying an infant at risk for developing infection and more capable of providing nursing care for that infant (86%). Conclusion: The Baby Boy Jones CBLA is an example of innovation in nursing education demonstrating student achievement of learning objectives and a high degree of student satisfaction. Continued exploration of this method of instruction in nursing and other health professions education is strongly encouraged.en
dc.subjectCase-based learningen
dc.subjectPaired t-testen
dc.subjectSurvey Analysisen
dc.date.available2014-11-17T13:42:28Z-
dc.date.issued2014-11-17-
dc.date.issued2014-11-17en
dc.date.accessioned2014-11-17T13:42:28Z-
dc.conference.date2014en
dc.conference.name25th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationHong Kongen
dc.descriptionInternational Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kongen
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