Interactive Instructional Design Strategies for Online Nursing Education

2.50
Hdl Handle:
http://hdl.handle.net/10755/603388
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Interactive Instructional Design Strategies for Online Nursing Education
Other Titles:
Collaboration Between Nursing Faculty and Instructional Designers Enhances Affective Learning Leading to Improved Knowledge Transfer of Evidence-Based Practice for Professional Nurses in a Graduate Education Program [Symposium]
Author(s):
Gogno, Nicholas Charles
Lead Author STTI Affiliation:
Non-member
Author Details:
Nicholas Charles Gogno, gogno@lasalle.edu
Abstract:
Session presented on Saturday, November 7, 2015: This portion of the symposium will present successful, online teaching and learning strategies designed to guide practicing nurses to evidence-based solutions in the field that improve patient outcomes. To overcome negative student emotions that may translate into reluctance to use research in practice, course designers created interactive, self-paced learning objects to instruct, practicing nurses in the application of the Iowa Model and the Rogers' Diffusion of Innovations Theory. Research by Reilly, Gallagher, Lepak, and Killion (2012) points out that students may feel trepidation given the large volume of required readings in nursing education and desire more of an overview and clearly understandable materials that present content in new ways. Concept maps - visual and text representations - of each research model help demonstrate complex concepts and improve student learning (Pilcher, 2011). By using cognitive maps, graphic art and multimedia, the learning objects featured in this symposium help reduce the cognitive load and negative emotions of students learning research models for the first time and allows them to move more quickly to the applying the model in their practice. The learning objects used were largely self-paced, self-directed, and included graphics, theory and case studies. These features support learners' individual learning preferences and achievement of learning objectives (Cottrell & Donaldson, 2013). References: Pilcher, J. (2011). Teaching and learning with concept maps. Neonatal Network, 30 (5), 336-339. Cottrell, S., & Donaldson, J. H. (2013). Exploring the opinions of registered nurses working in a clinical transfusion environment on the contribution of e-learning to personal learning and clinical practice: Results of a small scale educational research study. Nurse Education In Practice, 13(3), 221-227. doi:10.1016/j.nepr.2013.01.014 Reilly, J. R., Gallagher-Lepak, S., & Killion, C. (2012). "Me and my computer": Emotional factors in online learning. Nursing Education Perspectives, 33(2), 100-5. Retrieved from http://search.proquest.com/docview/1009642520?accountid=11999
Keywords:
Evidence Based Nursing; Information Technology
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15A10
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.titleInteractive Instructional Design Strategies for Online Nursing Educationen
dc.title.alternativeCollaboration Between Nursing Faculty and Instructional Designers Enhances Affective Learning Leading to Improved Knowledge Transfer of Evidence-Based Practice for Professional Nurses in a Graduate Education Program [Symposium]en
dc.contributor.authorGogno, Nicholas Charlesen
dc.contributor.departmentNon-memberen
dc.author.detailsNicholas Charles Gogno, gogno@lasalle.eduen
dc.identifier.urihttp://hdl.handle.net/10755/603388en
dc.description.abstractSession presented on Saturday, November 7, 2015: This portion of the symposium will present successful, online teaching and learning strategies designed to guide practicing nurses to evidence-based solutions in the field that improve patient outcomes. To overcome negative student emotions that may translate into reluctance to use research in practice, course designers created interactive, self-paced learning objects to instruct, practicing nurses in the application of the Iowa Model and the Rogers' Diffusion of Innovations Theory. Research by Reilly, Gallagher, Lepak, and Killion (2012) points out that students may feel trepidation given the large volume of required readings in nursing education and desire more of an overview and clearly understandable materials that present content in new ways. Concept maps - visual and text representations - of each research model help demonstrate complex concepts and improve student learning (Pilcher, 2011). By using cognitive maps, graphic art and multimedia, the learning objects featured in this symposium help reduce the cognitive load and negative emotions of students learning research models for the first time and allows them to move more quickly to the applying the model in their practice. The learning objects used were largely self-paced, self-directed, and included graphics, theory and case studies. These features support learners' individual learning preferences and achievement of learning objectives (Cottrell & Donaldson, 2013). References: Pilcher, J. (2011). Teaching and learning with concept maps. Neonatal Network, 30 (5), 336-339. Cottrell, S., & Donaldson, J. H. (2013). Exploring the opinions of registered nurses working in a clinical transfusion environment on the contribution of e-learning to personal learning and clinical practice: Results of a small scale educational research study. Nurse Education In Practice, 13(3), 221-227. doi:10.1016/j.nepr.2013.01.014 Reilly, J. R., Gallagher-Lepak, S., & Killion, C. (2012). "Me and my computer": Emotional factors in online learning. Nursing Education Perspectives, 33(2), 100-5. Retrieved from http://search.proquest.com/docview/1009642520?accountid=11999en
dc.subjectEvidence Based Nursingen
dc.subjectInformation Technologyen
dc.date.available2016-03-21T16:49:34Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:49:34Zen
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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