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ACTIVE LEARNING STRATEGIES IN CLASSROOM TEACHING PDF

202 Pages·2012·0.66 MB·English
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ACTIVE LEARNING STRATEGIES IN CLASSROOM TEACHING: PRACTICES OF ASSOCIATE DEGREE NURSE EDUCATORS IN A SOUTHERN STATE by KAREN NABORS LINDA DUNN, COMMITTEE CHAIR BECKY ATKINSON DAVID HARDY AARON KUNTZ ROY ANN SHERROD A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational Leadership, Policy, and Technology Studies in the Graduate School of the University of Alabama TUSCALOOSA, ALABAMA 2012 Copyright Karen Nabors 2012 ALL RIGHTS RESERVED ABSTRACT The complex role of today’s nurses warrants higher levels of critical thinking and clinical judgment skills. Critical thinking is recognized as an essential component of nursing practice by the National League for Nursing (NLN). Nursing graduates must be prepared to practice as competent healthcare professionals in a highly complex, diverse, and ever-changing environment. Critical thinking is crucial to providing safe, competent, and skillful nursing practice. Important decisions related to patient care require nurses to master critical thinking skills. Critical thinking skills can be developed with practice. Nurse educators are obligated to create learning environments that support critical thinking. Not only is it important what students learn, but equally important is how they learn. Traditional teaching methods should be transformed to improve learning experiences and facilitate lifelong learning. Teaching strategies that involve experience by “doing” and dialogue with “others” will promote more significant learning. There is a lack of evidence of consistent teaching methods among nurse educators. Nursing graduates with an associate degree outnumber those with a bachelor’s degree but overall do not perform as well on the nurse licensure exam as baccalaureate graduates. The purpose of this dissertation research was to examine which teaching methods community college associate degree nurse (ADN) educators in a southern state were utilizing in the classroom to enhance student learning and develop critical thinking in nursing students enrolled in fundamentals and/or medical-surgical nursing courses. The researcher sought to answer six research questions: 1) What teaching strategies are community college associate degree nurse educators who teach fundamentals and medical-surgical nursing courses using in the classroom to enhance student ii learning and develop critical thinking? 2) What barriers are encountered when utilizing ALS in the nursing classroom? 3) What are the perceived benefits of utilizing ALS in the nursing classroom? 4) Is there a difference in the frequency of utilization of teaching strategies that involve experience by “doing” and experience by “observing”? 5) Is there a difference in the frequency of utilization of teaching strategies that involve dialogue with “self” and dialogue with “others”? 6) What is the perceived effectiveness of teaching strategies used by associate degree nurse educators in the classroom to enhance student learning and develop critical thinking? iii ACKNOWLEDGMENTS I would like to express my appreciation to my committee chair, Dr. Linda Dunn, and to my committee members, Dr. Becky Atkinson, Dr. David Hardy, Dr. Aaron Kuntz, and Dr. Roy Ann Sherrod. Thank you for your patience and guidance in helping me reach my goal. I would like to express my appreciation to Michael Walker for his assistance in conducting the statistical tests for my study. I would like to express my gratitude to Dr. Rick Houser for his recommendations and guidance in the statistical analyses of this study. Dr. Houser, I appreciate your willingness to take time out of your busy schedule to help me. You’re awesome! I would like to express my gratitude to Sherri Edwards, my editor and typist. Sherri, you helped me in a tremendous way. I would like to express my gratitude to Laura Ballard for all of her assistance and encouragement over the last five years. Laura, you’re the best! I would like to express my appreciation to my program chair, Mary Jo, and to my colleagues, Allison, Brandy, Pam, and Sarah, for their words of encouragement and the many “little ways” they helped me through this journey. A special thanks to Allison who has been with me from the start. Above all, I would like to express my love and appreciation to my family who have always encouraged and believed in me--my husband, Kenneth, my daughter Kendra, my son Kellen, and my parents Daniel and Dorothy Fields. iv CONTENTS ABSTRACT .................................................................................................................................... ii ACKNOWLEDGMENTS ............................................................................................................. iv LIST OF TABLES ......................................................................................................................... ix 1 INTRODUCTION .....................................................................................................................1 Today’s Students ..................................................................................................................4 Traditional Strategies ...........................................................................................................6 Non-traditional Strategies ....................................................................................................8 Theoretical Framework ........................................................................................................9 Problem Statement .............................................................................................................12 Purpose of the Study ..........................................................................................................12 Significance........................................................................................................................13 Research Questions ............................................................................................................15 Assumptions .......................................................................................................................16 Limitations/Delimitations ..................................................................................................16 Limitations ...................................................................................................................16 Delimitations ................................................................................................................18 Definitions..........................................................................................................................18 Summary ............................................................................................................................19 2 REVIEW OF LITERATURE ..................................................................................................21 Higher Education ...............................................................................................................22 v History of Associate Degree Nursing ................................................................................23 Nursing Facts .....................................................................................................................25 Nursing Shortage .........................................................................................................25 Basic Nurse Education .................................................................................................25 Employment .................................................................................................................26 Licensure ......................................................................................................................27 Accreditation ................................................................................................................29 Critical Thinking ................................................................................................................29 Active Learning .................................................................................................................31 General Education ..............................................................................................................34 Cooperative Learning ...................................................................................................34 Role Play ......................................................................................................................36 Games ..........................................................................................................................37 One-Minute Paper ........................................................................................................37 Debate ..........................................................................................................................38 Clickers ........................................................................................................................39 Engineering Education .......................................................................................................39 Problem-based Learning (PBL) ...................................................................................40 Case Study ...................................................................................................................43 Scenarios ......................................................................................................................45 Interactive Lectures ......................................................................................................46 Simulation ....................................................................................................................48 Medical Education .............................................................................................................50 vi Team Learning .............................................................................................................51 Simulation ....................................................................................................................51 Audience Response Systems........................................................................................54 Nursing Education .............................................................................................................55 Problem-based Learning, Experiential Learning, Cooperative Learning, and Team-based Learning ...................................................................................................56 Classroom Response Systems (CRS) and Gaming ......................................................67 Simulation and Role Play.............................................................................................76 Argument Mapping, Concept Mapping, and Case Study ............................................82 Summary ............................................................................................................................87 3 RESEARCH METHODOLOGY .............................................................................................90 Introduction ........................................................................................................................90 Design ................................................................................................................................90 Participants .........................................................................................................................93 Materials ............................................................................................................................94 Procedures ..........................................................................................................................96 Results ................................................................................................................................98 Summary ..........................................................................................................................101 4 RESULTS ..............................................................................................................................102 Sample..............................................................................................................................102 Demographic Data ...........................................................................................................104 Summary ..........................................................................................................................123 5 DISCUSSION ........................................................................................................................125 Findings............................................................................................................................126 vii Research Question 1 ..................................................................................................127 Research Question 2 ..................................................................................................130 Research Question 3 ..................................................................................................132 Research Question 4 ..................................................................................................133 Research Question 5 ..................................................................................................137 Research Question 6 ..................................................................................................139 Limitations .......................................................................................................................140 Implications for Nursing Education .................................................................................141 Recommendations ............................................................................................................143 Final Thoughts .................................................................................................................145 REFERENCES ............................................................................................................................146 APPENDICES: A A MODEL OF ACTIVE LEARNING ............................................................................161 B LETTER TO DEANS/DIRECTORS ...............................................................................163 C PROGRAM CONSENT ..................................................................................................165 D DEANS/DIRECTORS EMAIL REMINDER .................................................................167 E REQUEST FOR FACULTY EMAIL ADDRESSES ......................................................169 F FACULTY RECRUITMENT E-MAIL LETTER ...........................................................171 G WEB SURVEY LETTER TO FACULTY MEMBERS .................................................173 H INFORMED CONSENT .................................................................................................176 I SURVEY QUESTIONNAIRE ........................................................................................180 J FACULTY E-MAIL REMINDER/THANK YOU .........................................................185 K APPROVAL LETTER FROM MISSISSIPPI DEANS AND DIRECTORS ..................187 viii L IRB APPROVAL LETTER .............................................................................................189 ix

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