Comparison of Learning Outcomes Between Graduate Students in Telecourses and Those in Traditional Classrooms

Comparison of Interactive Teaching in Online and Offline Platforms among Dental Undergraduates

In recent years, the educational system has focused more on the holistic development of an individual. Modern technology has changed the educational environment to provide students with better academic opportunities. Along with the education system, teaching techniques and learning tools have also changed with digital evolution. This research was undertaken to assess the academic performance of interactive teaching methods in offline and online platforms in Periodontics among BDS undergraduates at a dental college in India. This prospective study was conducted among 49 students: Group I (n = 24, online class through Zoom) and Group II (n = 25, offline classes). The subject was divided into three modules and was covered in one week. The topics covered, teaching methods, lectures, and activities were similar for both groups. A formative assessment mark was obtained from written tests during the module, whereas the summative assessment mark was recorded from exams conducted towards the end of the module. In the results, a statistically significant difference was not observed in terms of formative assessment between Group I (77.88 ± 12.89) and Group II (77.80 ± 16.09) (p = 0.98). In addition, a statistically significant difference was not observed in terms of summative assessment between Group I (80.54 ± 8.39) and Group II (80.28 ± 11.57) (p = 0.93). Overall, this study suggests that interactive teaching methods in both offline and online platforms in Periodontics showed equivalent performance by the undergraduate dental students.

Raising the awareness of primary care providers about postpartum depression

About 13% of women experience depression in the first year after childbirth. Postpartum depression has deleterious effects on the woman's relationships, her functional status, and her ability to care for her infant. Primary care providers have the most contact with postpartum women, but may be unable or unwilling to screen, treat, and/or refer the women. Thus, many women with postpartum depression are not receiving mental health services. The purpose of this article is to describe methods to raise the awareness of primary care providers about postpartum depression, thereby eliminating a major barrier to mental health treatments of postpartum women.

Becoming a web-based learner: registered nurses' experiences

AIMS

The purpose of the study was to describe Registered Nurses' experiences when taking a web-based course from either the workplace or home, and the impact of their learning on clinical practice.

RATIONALE

Little is known about the web-based learners' experience, particularly when courses are accessed from the nursing practice setting. Even less is known about whether nurses transfer their web-based learning to clinical practice.

METHODS

A qualitative design employing focus group interviews was used. Participants included hospital and community nurses from three Canadian provinces and one territory. Data were collected at three points over a 6-month period and analysed using a thematic analysis process. These findings emanate from a larger study using survey method and focus group interviews.

RESULTS

The focus group interviews captured the hurdles nurses faced during the first weeks when they struggled with technology, re-framed their views of teaching and adjusted to web-based learning from home and work. These first stressful weeks were followed by a period during which nurses developed relationships with the teacher and peers that enabled them to focus on learning and prevented attrition. Most nurses reported the web course was convenient and that they would be interested and comfortable using technology for learning and work purposes in the future. Six weeks after the course was completed, nurses articulated a number of ways the course had improved their practice.

CONCLUSION

Initial weeks in a web-based course can be very challenging for novice Internet users, however, most nurses who completed the course reported a positive learning experience. Nurses, employers and educators should evaluate computer skills, computer access and the learning environment when preparing for web-based learning.

A descriptive study of registered nurses' experiences with web-based learning

AIMS

To describe the experiences of registered nurses (RNs) who enrolled in a web-based course from either their home or the workplace.

RATIONALE

In order to maintain competency in rapidly changing health care systems, and meet the challenge of overcoming traditional barriers to continuing education, RNs need access to innovative educational delivery methods. As yet, little is known about the web-based learners' experience, particularly when courses are accessed from the nursing practice setting.

METHODS

The article focuses on the results from questionnaires conducted with 57 RNs enrolled in a web-based, postdiploma course. These findings emanate from a larger study using survey method and focus group interviews. Nurses' experiences were measured using the Online Learner Support Instrument which was developed and tested for use in the study.

RESULTS

Most nurses found the course highly satisfactory. Not all experiences were positive however, and a number of challenges were faced. Access to the course from home was reported as very satisfactory for the majority, while work users encountered a number of serious barriers such as insufficient time and limited computer access. The RNs made significant gains in their learning with e-mail, Internet, keyboarding and word processing skills during the 16-week course. Lack of computer skills, erroneous perceptions of course workload and inadequate preparation for web learning were largely responsible for the majority of withdrawals.

CONCLUSION

Web-based learning can be an effective mode of delivery for nursing education. Advance preparation by educational institutions, employers and prospective students is essential. Teachers, peers, technology, course design and the learning environment are key variables that influence the learners' experience and success.

Essentials of a successful distance-learning experience

The purpose of this study was to examine the quality of the registered nurse to bachelor in science in nursing (RN-BSN) completion programme delivered by two-way audio-video instructional interactive television (IITV). The sample comprised 25 registered nurses enrolled in a baccalaureate completion programme at five distance-learning sites throughout rural Arizona in the USA. Student perspectives of a quality distance-learning programme were elicited both through a questionnaire and focus groups at each of the five sites. ETHNOGRAPH was used to identify a model that best explained the elements of quality distance learning. Elements emerging from the model included three major categories: learning, teaching and support for learning/teaching.

Comparison of Student Outcomes and Preferences in a Traditional vs. World Wide Web-Based Baccalaureate Nursing Research Course

The purpose of this project was to compare student outcomes in an undergraduate research course taught using both World Wide Web-based distance learning technology and traditional pedagogy. Reasons given for enrolling in the traditional classroom section included the perception of increased opportunity for interaction, decreased opportunity to procrastinate, immediate feedback, and more meaningful learning activities. Reasons for selecting the Web group section included cost, convenience, and flexibility. Overall, there was no significant difference in examination scores between the two groups on the three multiple-choice examinations or for the course grades (t = -.96, P = .343). Students who reported that they were self-directed and had the ability to maintain their own pace and avoid procrastination were most suited to Web-based courses. The Web-based classes can help provide opportunities for methods of communication that are not traditionally nurtured in traditional classroom settings. Secondary benefits of the World Wide Web-based course were to increase student confidence with the computer, and introduce them to skills and opportunities they would not have had in the classroom. Additionally, over time and with practice, student's writing skills improved.

Teaching Using Interactive Video: Creating Connections

This article addresses the two essential elements of distance learning: the technology and the pedagogy. Both areas are discussed through the four components--information, support, resources, and relationships--of a work effectiveness model. Drawing from recent literature and their experience, the authors offer strategies for making interactive video technology "invisible" while engaging students at a distance. Students experience connections when faculty know how to manage the equipment, plan ahead, and consciously construct strategies for creating relationships across the miles.

Beyond Correspondence, Video Conferencing, and Voice Mail: Internet-Based Master's Degree Courses in Nursing

The changing health care system and increasing demands for primary care providers have prompted an increase in nurse practitioner programs in the United States. Nurses in rural areas that are underserved by primary care practitioners often are faced with time and distance barriers to returning to school for advanced education. This article describes Internet-based courses as a unique distance learning platform for preparing primary care nurse practitioners at the University of Kansas (KU) School of Nursing. Discussion includes course development process, matching methods to course content, and other information on promoting interaction between students and faculty.

A partnership model of distance education: students' perceptions of connectedness and professionalization

This article describes a partnership model of distance education for a master's nursing program in a midwestern state and an evaluation that assessed students' perceptions of professionalization and connectedness in the program. Students at the originating and distance sites were asked to complete evaluations at the end of each course. Connectedness and professionalization were measured using rated satisfaction with three modes of contact for each item. Results indicated that students at the distance site had a significantly higher overall level of satisfaction with interactive television (ITV) and experienced high levels of connectedness and professionalization through the ITV courses. However, among the three modes of connectedness, students at the distance site rated satisfaction with contact with same-site students as the highest, followed by contact with the instructor. Students also perceived that their professional identity increased through the three modes, particularly for contact with same-site peers at the distance site and for contact with instructors at both sites. Recommendations for faculty and student responsibilities are provided to ensure a positive learning environment.

Competencies of Liberal Education in Post-RN Baccalaureate Students: A Longitudinal Study

The purpose of this longitudinal study was to examine the relationship among liberal education competencies as demonstrated in the professional and personal lives of post-RN students and time spent in a BScN program. The six competencies identified by Dressel (1979) and used by Bottoms (1988) to define the liberally educated person provided the framework for this study. The Dressel competencies have been validated in the literature as being representative of the universe of competencies that are anticipated outcomes of baccalaureate nursing education. Results indicated that after 5 years of part-time study at the baccalaureate level, significant differences were found in the competencies of liberal education as demonstrated in the professional and personal lives of post-RN learners. The competencies as demonstrated in the professional lives of post-RN learners developed consistently over time, while the development of competencies as demonstrated in the personal lives of learners lagged behind. The study contributes to the small but growing body of literature which explores the impact of a liberal education on post-RN learners.

Distance Learning and Nursing Education

This descriptive study investigated the use of distance learning programs in schools of nursing. Postcards were mailed to all members of the American Association of College of Nursing, asking them about distance learning at their schools. Seven schools were selected for further interviews. Of the 353 schools (80%) that responded, 135 schools (38%) reported offering off-site courses. Forty-one schools reported plans for future offerings. The schools in this study offered a total of 33 master's and doctoral degrees by distance learning. A variety of media were used by the schools with the most common forms being one- and two-way video. Common themes identified from the interviews included faculty need for comfort, support, additional preparation time, and help developing courses. Student needs included structure, faculty contact, and a sense of belonging. The need for socialization was mentioned by all the informants.

Earning a Master's of Science in Nursing through distance education

The increased availability of telecommunications technology has made possible the offering of degree programs via distance education. Such programs make courses and degrees more readily accessible to a wider range of students than has traditionally been the case. The University of Tennessee, Memphis, College of Nursing has undertaken to offer a Master's of Science in Nursing degree entirely by distance education. The challenges, successes, and technology of the program are discussed.

Distance education for nurse practitioners: a partial solution

Health professionals who live and practice in rural areas have limited opportunities to further their education. In order to pursue advanced nursing degrees, nurses have to leave their communities. A collaborative distance education project involving the University of New Mexico College of Nursing, the Area Health Education Center, and Western New Mexico University has provided a partial solution to this problem. Six registered nurses living and practicing in a rural site are now receiving their Family Nurse Practitioner degrees via two-way audio/video teleconferencing equipment. Distance education can improve the numbers of primary care providers in rural areas; however, projects will require extensive planning and resources.

The teaching/learning preferences of student nurses in the Republic of Ireland; background issues and a study

Teaching and learning in all forms of education is being increasingly reviewed in a climate of educational accountability. The literature generally displays a certain irrationality about nurse education; on the one hand teachers are espousing student-centred ideologies while on the other hand, students are expressing preferences for teacher-structured approaches. The research on nurse education generally concludes that the roles of teacher and student operate around a mechanistic view of man with the teacher being viewed as the front of all knowledge and the students the passive recipients of that which was given. This paper reports on related background issues, and a study of the teaching/learning preferences of student nurses from general, psychiatric, sick children's and mental handicap nursing. Whilst students reflected preferences for more teacher-structured strategies, significant differences were identified between the preferences of the four groups of student nurses. It is concluded that any insistence on a doctrinaire approach to teaching and learning would be unnecessarily restrictive to the whole process of nurse education. Nurse tutors therefore need to reflect on what they do, particularly that which influences the relationship between the students and what they learn. It is then the responsibility of nurse tutors to act on what they have learned about that relationship and their part in it.

Faculty perceptions of teaching on television: one school's experience

Videoteleconferencing (or teaching on television) represents a means of growing importance for distant learners to gain greater access to nursing education. Research has identified a number of key issues for nurse educators to consider related to videoteleconferencing: teaching/evaluation strategies, faculty workload, rewards and incentives, and support structures. The authors conducted an evaluation survey using a case study approach aimed at describing the perceptions of a convenience sample of faculty members (n = 17) regarding their recent television experiences. The survey, conducted by means of a mailed questionnaire, examined perceptions centering on sources of support, reception site logistics, rewards teaching strategies, and future directions. Key findings included: overall, respondents perceived television teaching positively; reception site, administrative support, and peer support were important to faculty; additional preparation time was required for television teaching; teaching on television required changes in style and pedagogical strategies; and student-teacher interactions were affected by the medium. Findings have implications for the implementation of videoteleconferencing operations, recruitment of faculty for television teaching, and evaluation of videoteleconferencing operations.