Student Satisfaction to a Multimedia Approach to Engaged Learning

2.00
Hdl Handle:
http://hdl.handle.net/10755/602892
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Student Satisfaction to a Multimedia Approach to Engaged Learning
Other Titles:
Measuring Student Educational Outcomes [Session]
Author(s):
Wolf, Linda Eileen; Delgado, Cheryl; Rutar, Pamela K.; Delgado, Cheryl; Rutar, Pamela K.
Lead Author STTI Affiliation:
Delta Xi
Author Details:
Linda Eileen Wolf, RN, CNS, CNE, l.wolf78@csuohio.edu; Cheryl Delgado, PhD, RN; Pamela K. Rutar, RN, CNE
Abstract:
Session presented on Sunday, November 8, 2015: Problem Statement:  Nursing curriculum is being challenged to increase the use of technology into the classroom. By incorporating technology into content delivery, multiple learning styles are addressed, students’ attention during class is maximized, and active learning is promoted Cavanagh, 2011). A learning strategy which combines lecture content with case studies and animation, changes the platform for course content delivery from that of passive (lecture) to active thereby engaging students in the learning process (DiLullo, McGee, & Kriebel, 2011). This strategy integrates real life scenarios demonstrating nursing care and assessment; animates difficult pathophysiological processes; integrates multiple forms of technology to present complex material to meet different learning styles. Methods: A multimedia teaching strategy was developed by three faculty which integrates narrated case study, questioning and animation of skills and pathophysiology to promote engaged learning in the classroom. Implementation of this strategy was done during the class session on infection control specifically addressing tuberculosis. At the conclusion of class, questionnaires were distributed to collect evaluation data. Participants were 154 sophomore generic and accelerated BSN students enrolled in Fundamentals of Nursing at an urban university in the Midwest. Ninety-nine participants were female (66.9%) and 49 (31.8%) were male. Eighty-three percent were less than 20 years to 30 years in age. Evaluation Findings: 120 students (77.9%) stated that the animated pathophysiology helped them understand the pathophysiological processes better than lecture alone.  One student stated “I wish I had seen this presentation when I was taking microbiology or patho.” When combined with lecture, 121 students or 78.6% reported a better understanding of the material than if presented as lecture alone. 123 (79.9%) of the students stated that watching the animated video improved their understanding of the lecture content. As stated by one student, “I liked the visualization because it helped me further understand the material.” 104 (67.5%) stated that presenting course content from multiple courses into one format facilitated the importance of these courses; “I liked that different aspect[s] of nursing were brought together.” Conclusions: Use of multimedia in the classroom engages students in the learning process by actively involving students in the learning process.  Overall, students voiced a preference for all instructional materials to be presented in an animated format. This is consistent with the literature which states that students are more successful when actively engaged in the learning process (Swanson, Nicholson, Boese, Cram, Stineman, & Tew, 2011).  
Keywords:
BSN students; learning preferences; multimedia strategies
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15C06
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleStudent Satisfaction to a Multimedia Approach to Engaged Learningen
dc.title.alternativeMeasuring Student Educational Outcomes [Session]en
dc.contributor.authorWolf, Linda Eileenen
dc.contributor.authorDelgado, Cherylen
dc.contributor.authorRutar, Pamela K.en
dc.contributor.authorDelgado, Cherylen
dc.contributor.authorRutar, Pamela K.en
dc.contributor.departmentDelta Xien
dc.author.detailsLinda Eileen Wolf, RN, CNS, CNE, l.wolf78@csuohio.edu; Cheryl Delgado, PhD, RN; Pamela K. Rutar, RN, CNEen
dc.identifier.urihttp://hdl.handle.net/10755/602892en
dc.description.abstractSession presented on Sunday, November 8, 2015: Problem Statement:  Nursing curriculum is being challenged to increase the use of technology into the classroom. By incorporating technology into content delivery, multiple learning styles are addressed, students’ attention during class is maximized, and active learning is promoted Cavanagh, 2011). A learning strategy which combines lecture content with case studies and animation, changes the platform for course content delivery from that of passive (lecture) to active thereby engaging students in the learning process (DiLullo, McGee, & Kriebel, 2011). This strategy integrates real life scenarios demonstrating nursing care and assessment; animates difficult pathophysiological processes; integrates multiple forms of technology to present complex material to meet different learning styles. Methods: A multimedia teaching strategy was developed by three faculty which integrates narrated case study, questioning and animation of skills and pathophysiology to promote engaged learning in the classroom. Implementation of this strategy was done during the class session on infection control specifically addressing tuberculosis. At the conclusion of class, questionnaires were distributed to collect evaluation data. Participants were 154 sophomore generic and accelerated BSN students enrolled in Fundamentals of Nursing at an urban university in the Midwest. Ninety-nine participants were female (66.9%) and 49 (31.8%) were male. Eighty-three percent were less than 20 years to 30 years in age. Evaluation Findings: 120 students (77.9%) stated that the animated pathophysiology helped them understand the pathophysiological processes better than lecture alone.  One student stated “I wish I had seen this presentation when I was taking microbiology or patho.” When combined with lecture, 121 students or 78.6% reported a better understanding of the material than if presented as lecture alone. 123 (79.9%) of the students stated that watching the animated video improved their understanding of the lecture content. As stated by one student, “I liked the visualization because it helped me further understand the material.” 104 (67.5%) stated that presenting course content from multiple courses into one format facilitated the importance of these courses; “I liked that different aspect[s] of nursing were brought together.” Conclusions: Use of multimedia in the classroom engages students in the learning process by actively involving students in the learning process.  Overall, students voiced a preference for all instructional materials to be presented in an animated format. This is consistent with the literature which states that students are more successful when actively engaged in the learning process (Swanson, Nicholson, Boese, Cram, Stineman, & Tew, 2011).  en
dc.subjectBSN studentsen
dc.subjectlearning preferencesen
dc.subjectmultimedia strategiesen
dc.date.available2016-03-21T16:38:55Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:38:55Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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