Active Learning Strategies for Course Enhancement: Monitoring Adverse Event Reporting in Twitter

10.00
Hdl Handle:
http://hdl.handle.net/10755/621560
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Active Learning Strategies for Course Enhancement: Monitoring Adverse Event Reporting in Twitter
Other Titles:
Technology and Learning Strategies
Author(s):
Thorlton, Janet
Lead Author STTI Affiliation:
Alpha Lambda
Author Details:
Janet Thorlton, PhD, MS, RN, Professional Experience: 2010-Present—Assistant Professor, Purdue University School of Nursing, West Lafayette, IN 2006-2010—Instructor, Lakeview College of Nursing, Danville, IL 2002-2009—Teaching/Research Assistant, University of Illinois College of Nursing, Urbana, IL Project Director for Dept. of Health & Human Services Comprehensive Geriatric Education Grant. Analyzed, disseminated program data and information to healthcare agencies in Illinois (2004-2005). Director of Assessment: Responsible for planning, budgeting, and coordination of college-wide assessment program for 300 students. Analyzed data related to student learning outcomes and assessment measures using SPSS and Excel. Prepared, presented findings to College Board of Directors, Faculty, Staff (2006-2010). Post-Master’s Teaching Certificate: University of Illinois, Chicago (2004). Instruction Matters: Purdue Academic Course Transformation (IMPACT) Faculty Fellow, 2012. Numerous teaching awards and presentations at scientific meetings. Dissertation topic: Adolescent performance enhancing substance use: Secondary analysis of 2007 Youth Risk Behavior Survey data. Author: Adolescent performance enhancing substance use: Regional differences across the USA. Author Summary: Dr. Thorlton is a Clinical Associate Professor at Purdue School of Nursing, where she teaches undergraduate Foundations of Research and Evidence Based Practice, and graduate level Health Policy.
Abstract:

Purpose:

Adverse drug event surveillance systems suffer from under-reporting and lags in data-processing (Freifeld et al., 2014). Meanwhile, patients are using Twitter social media to describe adverse drug events, real-time (Bian, Topaloglu, & Yu, 2012). Nursing students with limited clinical experience learn about real-world drug use and side effects from Twitter postings, while learning common pitfalls encountered when working with data. The purpose of this pre-test/post-test experimental study was to evaluate the impact of active learning strategies designed to appeal to six student learning styles: competitive, collaborative, avoidant, participant, dependent, and independent.

Scientific advances, new technologies, and volumes of big data are strong forces influencing the role of nurses, calling for new ways of thinking and teaching. Innovative educational models are needed to prepare safe, beginning practitioners to provide evidence-based care in a complex, rapidly changing healthcare environment. Broad-based skill sets are needed as advances in science and technology continue to emerge. In this Foundations of Research & Evidence Based Practice [EBP] undergraduate course, students learn principles of the research process and gain foundational competencies for EBP, as described by Melnyk & Fineout-Overholt (2015). Using a flipped classroom approach, students apply principles of the research process by comparing Federal Adverse Event Reporting System [FAERS] data and Twitter posts, reinforcing knowledge being learned in a patho-pharmacology course where they are concurrently enrolled.

Methods:

Sophomore undergraduate students (N=65) enrolled in this course completed the 60-item Grasha-Riechmann Student Learning Styles Survey to identify the most and least preferred student learning styles. During week 1, a general (Pre-test) scale was used to assess attitudes and feelings toward courses taken up to that point in college. During week 14, students were instructed to assess attitudes and feelings toward the current course after exposure to active learning activities, using a specific (post-test) scale. Students were asked to use a 5-point Likert scale to rate attitudes and feelings (e.g., 1=strongly disagree; 5=strongly agree). Paired sample t-tests were used to compare the mean scores. Cohen’s d was calculated to magnitude of the intervention’s effect on six learning styles.

Students collaborate in groups to create a basic research question involving a drug, evaluate the level of concordance between Twitter posts mentioning adverse events and reports received by the U.S. Food & Drug Administration Adverse Event Reporting System (FAERS) and generate a visual display of data (e.g. bar chart). They conduct a modified integrative review of literature and create a professional poster. Posters are displayed at the School of Nursing; faculty members vote on best posters. The winning group(s) are awarded a ribbon and invited to submit abstracts to present their poster at the College of HHS Student Research Day. Mined Twitter data was compared to data available in the FAERS dataset, to determine if events found on Twitter were consistent with adverse events reported in FAERS. At week 14, they were asked to answer three questions: what I learnedwhat I most enjoyed in this class, and what I would do differently if I took this course again. Professional posters were developed from an integrative literature review drawn from the PICOT question, following tips for better visual elements in posters and podium presentations .

Results:

The average time taken to complete this electronic survey was 5.8 minutes. There were statistically significant decreases on the Independent, Dependent, Competitive, and Participant Style scores. The Independent Style results were: Time 1 (M=3.38, SD=0.36), Time 2 (M=3.21, SD=0.41), t = 2.22 (63 df), p <.05; Cohen’s d (0.42) indicating a moderate effect size. Dependent Style results were Time 1 (M=3.81, SD= 0.35), Time 2 (M=3.61, SD=0.34), t=3.46 (60 df), p<.001; Cohen’s d (0.57), indicating a large effect size. Competitive Style results were: Time 1 (M=2.66, SD=0.50), Time 2 (M=2.43, SD=0.53), t=2.34 (60 df), p<.05; Cohen’s d (0.43) indicated a moderate effect size, and Participant Style results were: Time 1 (M=3.96, SD= 0.38), Time 2 (M=3.75, SD=0.44), t=2.63 (62 df), p<.05; Cohen’s d (0.50), indicating a large effect size. There was a statistically significant increase on the Avoidant Style score as follows: Time 1: (M=2.56, SD=0.54), Time 2 (M=2.87, SD=0.58), t = -3.17 (60 df), p<.05; Cohen’s d (-0.56) indicating a large negative effect size. No significant differences were note for the Collaborative Styleof learning.

Key themes emerging from the question What I learned were: drug adverse events on Twitter are not always the same as those reported in the FAERS data, importance of teamwork, professionalism, and time management, and new skills (APA formatting, Excel, Zotero, One-Drive, Microsoft online, using GroupMe for communications, conducting literature searches, mining databases). What I most enjoyed: learning the importance of EBP in nursing and how it will help me in my role as a professional nurse, working in small groups, flipped classroom and active learning methods (as opposed to lectures), trying out new software, creating a professional poster. What I would do differently: change or revise my PICOT question, proofread for details, follow instructions more closely, time management skills, delegation in groups, read more of the assigned readings, start sooner to create the poster and literature tables.

Conclusion:

Findings from this study have clear implications for nursing faculty who desire to try active learning strategies in the classroom and are ideally suited to those teaching evidence based practice courses. The cost-effective active learning techniques used in this course were designed to help students to become savvy consumers of research, while improving student engagement and satisfaction. Skills learned in this course may be transferred into subsequent courses (e.g. Leadership & Management), serving as a foundation for higher level coursework. Posters can be presented at upcoming university Undergraduate Research Event, showcasing what nursing students are learning. Students found the projects meaningful, interesting, and of importance for their future role as professional nurses and meeting graduate-level expectations. Using Twitter, the publicly available FAERS dataset (which also includes international event reporting), and working in group projects was a popular way to reinforce knowledge needed by nurses around the world (e.g., teamwork, delegation, basic data analysis, awareness of consumer issues, time management, awareness of adverse events, including off-label use of drugs).

Keywords:
Active Learning Strategies; Grasha-Riechmann Student Learning Style Scale; Twitter
Repository Posting Date:
21-Jun-2017
Date of Publication:
21-Jun-2017
Other Identifiers:
INRC17Q16
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleActive Learning Strategies for Course Enhancement: Monitoring Adverse Event Reporting in Twitteren_US
dc.title.alternativeTechnology and Learning Strategiesen
dc.contributor.authorThorlton, Janeten
dc.contributor.departmentAlpha Lambdaen
dc.author.detailsJanet Thorlton, PhD, MS, RN, Professional Experience: 2010-Present—Assistant Professor, Purdue University School of Nursing, West Lafayette, IN 2006-2010—Instructor, Lakeview College of Nursing, Danville, IL 2002-2009—Teaching/Research Assistant, University of Illinois College of Nursing, Urbana, IL Project Director for Dept. of Health & Human Services Comprehensive Geriatric Education Grant. Analyzed, disseminated program data and information to healthcare agencies in Illinois (2004-2005). Director of Assessment: Responsible for planning, budgeting, and coordination of college-wide assessment program for 300 students. Analyzed data related to student learning outcomes and assessment measures using SPSS and Excel. Prepared, presented findings to College Board of Directors, Faculty, Staff (2006-2010). Post-Master’s Teaching Certificate: University of Illinois, Chicago (2004). Instruction Matters: Purdue Academic Course Transformation (IMPACT) Faculty Fellow, 2012. Numerous teaching awards and presentations at scientific meetings. Dissertation topic: Adolescent performance enhancing substance use: Secondary analysis of 2007 Youth Risk Behavior Survey data. Author: Adolescent performance enhancing substance use: Regional differences across the USA. Author Summary: Dr. Thorlton is a Clinical Associate Professor at Purdue School of Nursing, where she teaches undergraduate Foundations of Research and Evidence Based Practice, and graduate level Health Policy.en
dc.identifier.urihttp://hdl.handle.net/10755/621560-
dc.description.abstract<p><strong>Purpose:</strong></p> <p>Adverse drug event surveillance systems suffer from under-reporting and lags in data-processing (Freifeld et al., 2014). Meanwhile, patients are using Twitter social media to describe adverse drug events, real-time (Bian, Topaloglu, & Yu, 2012). Nursing students with limited clinical experience learn about real-world drug use and side effects from Twitter postings, while learning common pitfalls encountered when working with data. The purpose of this pre-test/post-test experimental study was to evaluate the impact of active learning strategies designed to appeal to six student learning styles: competitive, collaborative, avoidant, participant, dependent, and independent.</p> <p>Scientific advances, new technologies, and volumes of big data are strong forces influencing the role of nurses, calling for new ways of thinking and teaching. Innovative educational models are needed to prepare safe, beginning practitioners to provide evidence-based care in a complex, rapidly changing healthcare environment. Broad-based skill sets are needed as advances in science and technology continue to emerge. In this Foundations of Research & Evidence Based Practice [EBP] undergraduate course, students learn principles of the research process and gain foundational competencies for EBP, as described by Melnyk & Fineout-Overholt (2015). Using a flipped classroom approach, students apply principles of the research process by comparing Federal Adverse Event Reporting System [FAERS] data and Twitter posts, reinforcing knowledge being learned in a patho-pharmacology course where they are concurrently enrolled.</p> <p><strong>Methods:</strong></p> <p>Sophomore undergraduate students (N=65) enrolled in this course completed the 60-item Grasha-Riechmann Student Learning Styles Survey to identify the most and least preferred student learning styles. During week 1, a general (Pre-test) scale was used to assess attitudes and feelings toward courses taken up to that point in college. During week 14, students were instructed to assess attitudes and feelings toward the current course after exposure to active learning activities, using a specific (post-test) scale. Students were asked to use a 5-point Likert scale to rate attitudes and feelings (e.g., 1=strongly disagree; 5=strongly agree). Paired sample t-tests were used to compare the mean scores. Cohen’s d was calculated to magnitude of the intervention’s effect on six learning styles.</p> <p>Students collaborate in groups to create a basic research question involving a drug, evaluate the level of concordance between Twitter posts mentioning adverse events and reports received by the U.S. Food & Drug Administration Adverse Event Reporting System (FAERS) and generate a visual display of data (e.g. bar chart). They conduct a modified integrative review of literature and create a professional poster. Posters are displayed at the School of Nursing; faculty members vote on best posters. The winning group(s) are awarded a ribbon and invited to submit abstracts to present their poster at the College of HHS Student Research Day. Mined Twitter data was compared to data available in the FAERS dataset, to determine if events found on Twitter were consistent with adverse events reported in FAERS. At week 14, they were asked to answer three questions: <em>what I learned</em>, <em>what I most enjoyed in this class</em>, and <em>what I would do differently if I took this course again</em>. Professional posters were developed from an integrative literature review drawn from the PICOT question, following tips for better visual elements in posters and podium presentations .</p> <p><strong>Results:</strong></p> <p>The average time taken to complete this electronic survey was 5.8 minutes. There were statistically significant decreases on the <em>Independent, Dependent, Competitive, and Participant Style</em> scores. The Independent Style results were: Time 1 (M=3.38, SD=0.36), Time 2 (M=3.21, SD=0.41), t = 2.22 (63 df), p <.05; Cohen’s d (0.42) indicating a moderate effect size. Dependent Style results were Time 1 (M=3.81, SD= 0.35), Time 2 (M=3.61, SD=0.34), t=3.46 (60 df), p<.001; Cohen’s d (0.57), indicating a large effect size. Competitive Style results were: Time 1 (M=2.66, SD=0.50), Time 2 (M=2.43, SD=0.53), t=2.34 (60 df), p<.05; Cohen’s d (0.43) indicated a moderate effect size, and Participant Style results were: Time 1 (M=3.96, SD= 0.38), Time 2 (M=3.75, SD=0.44), t=2.63 (62 df), p<.05; Cohen’s d (0.50), indicating a large effect size. There was a statistically significant increase on the <em>Avoidant Style </em>score as follows: Time 1: (M=2.56, SD=0.54), Time 2 (M=2.87, SD=0.58), t = -3.17 (60 df), p<.05; Cohen’s d (-0.56) indicating a large negative effect size. No significant differences were note for the <em>Collaborative Style</em>of learning.</p> <p>Key themes emerging from the question <em>What I learned</em> were: drug adverse events on Twitter are not always the same as those reported in the FAERS data, importance of teamwork, professionalism, and time management, and new skills (APA formatting, Excel, Zotero, One-Drive, Microsoft online, using GroupMe for communications, conducting literature searches, mining databases). <em>What I most enjoyed</em>: learning the importance of EBP in nursing and how it will help me in my role as a professional nurse, working in small groups, flipped classroom and active learning methods (as opposed to lectures), trying out new software, creating a professional poster. <em>What I would do differently</em>: change or revise my PICOT question, proofread for details, follow instructions more closely, time management skills, delegation in groups, read more of the assigned readings, start sooner to create the poster and literature tables.</p> <p><strong>Conclusion:</strong></p> <p>Findings from this study have clear implications for nursing faculty who desire to try active learning strategies in the classroom and are ideally suited to those teaching evidence based practice courses. The cost-effective active learning techniques used in this course were designed to help students to become savvy consumers of research, while improving student engagement and satisfaction. Skills learned in this course may be transferred into subsequent courses (e.g. Leadership & Management), serving as a foundation for higher level coursework. Posters can be presented at upcoming university Undergraduate Research Event, showcasing what nursing students are learning. Students found the projects meaningful, interesting, and of importance for their future role as professional nurses and meeting graduate-level expectations. Using Twitter, the publicly available FAERS dataset (which also includes international event reporting), and working in group projects was a popular way to reinforce knowledge needed by nurses around the world (e.g., teamwork, delegation, basic data analysis, awareness of consumer issues, time management, awareness of adverse events, including off-label use of drugs).</p>en
dc.subjectActive Learning Strategiesen
dc.subjectGrasha-Riechmann Student Learning Style Scaleen
dc.subjectTwitteren
dc.date.available2017-06-21T13:10:31Z-
dc.date.issued2017-06-21-
dc.date.accessioned2017-06-21T13:10:31Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.