Instructional methodology effectiveness: A study of the perceptions of second-year nursing students of Associate Degree Nursing programs in community colleges
Year: 2013
Type: dissertation
Study design: Observational Study
Abstract: This multi-site quantitative study analyzed the perceptions of second-year Associate Degree Nursing (ADN) students of the effectiveness of the instructional methodologies used in teaching them content knowledge areas and skills by nursing educators in ADN programs in community colleges. The second-year nursing students from three West Texas community colleges participated in the study. \n \nA researcher-developed survey was administered onsite at the three study institutions to address the two research questions that guided the study. There were 15 content knowledge areas and skills and six instructional methodologies presented to the participants for evaluation. The total number of participants that completed the survey was 107 out of 114, for a 93.86% response rate. Both descriptive and inferential statistics were used to answer the two research questions that guided this study. SPSS 20.0 was the software used to analyze the data. \n \nThe results of this study indicated that overall, the majority of the study participants found the instructional methodologies utilized by nursing educators to teach them nursing content knowledge areas and skills were Effective or Very Effective. However, in many of the content knowledge areas and skills, the participants perceived they should have been taught through hands-on learning. In addition, there were statistically significant differences between the participants and their perceptions of the effectiveness of the instructional methodologies used to teach nursing content knowledge areas and skills. There was a statistically significant difference based on age range (20 - 24 or greater than 24) and the effectiveness of the instructional methodology used to teach the skill of EKG assessment and management instruction. The participants aged 20 - 24 did not perceive the instructional methodology used to be effective, while participants aged 25 or greater did. The second area of significance found was participants who were employed part time or unemployed, perceived the instructional methodology used to teach wound care to be more effective for learning than the participants employed full time. \n \nThis research study has implications for higher education institutions as well as nursing educators. Students who have long-term retention of knowledge and skills acquisition from their nursing program have an increased likelihood of success on the NCLEX-RN, thereby ensuring continued program viability. Once in practice, these students may also be more competent nurses and employees. Faculty may wish to consider the use of active learning instructional methodologies which promote engagement of the student in the activity, the course, the program and the profession. Furthermore, according to the research on the Seven Principles of Good Practice of Undergraduate Education (Chickering and Gamson, 1987), nursing educators can improve student success by integrating the principles into their instruction. Other implications involve the consideration of remodeling the experiences of the simulation lab experience to be more like the authentic clinical setting as well as incorporating more clinical time into the program. The findings of this study support that students appreciate the authentic patient care experience.
Author: Valerie Steiner
Language: English
Subfield: Research and Theory
Field: Nursing
Domain: Health Sciences
Open Access status: green
OpenAlex ID: W2567809639