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Thesis/Dissertation Information
- Degree Disciplines:
- Nursing
Notes
- Abstract:
- Background: Nurse educators need evidence-based practice to determine if creating a classroom culture that fosters a shared responsibility for learning will best prepare graduates to meet the challenges of today’s complex practice environments. Purpose: This study tests the hypothesis that learning and satisfaction with learning will be greater in students participating in a learner-centered classroom, where learning is facilitated through the use of gaming, than those participating in the teacher-centered classroom, where learning occurs through the use of traditional lecture. Theoretical Framework: The middle-ranged theory of facilitation which posits that greater learning and satisfaction stem from the interchange of ideas and critical reflection where teacher and student share in the responsibility to learn while in a supportive learning environment is the basis for this research. Methods: A quasi-experimental, nonequivalent, posttest comparison group design was used to compare learning outcomes of two groups of junior-level BSN students studying the renal system. One group participated in lecture, the other in gaming. Data were collected for both groups using a demographic survey, a 63-item content examination, and a four-category learning satisfaction survey. Data were analyzed using t-test, ANCOVA, and Mann-Whitney. Results: While both learning and satisfaction with learning scores were high in both groups, results revealed that the teaching/learning strategy of gaming was just as, but no more effective than lecture. Conclusions: A learner-centered teaching approach is likely to be more effective if students and faculty share in the responsibility of learning which would require a shift in classroom learning culture.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2008.
- Bibliography:
- Includes bibliographical references (leaves 102-113).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Mary R. Gipson. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- LB1029.S53 G56 2008_GipsonMary ( BU-Local )
- Classification:
- LB1029.S53 G56 200 ( lcc )
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