ABSTRACT
A quasi-experimental study was conducted to examine the effect of type of learning environment (Internet only, compressed video remote-site, and compressed video host-site) on perceived learning among graduate nursing students. A convenience sample of 49 students enrolled in a graduate nursing research course was selected for the study. The findings showed no differences in perceived learning and final course grades among students enrolled in the three sections of the research course. While the effects of type of learning environment, feelings of connectedness, learner-learner, and learner-system interactions on perceived learning were not statistically significant, learner-instructor interactions had a significant effect on perceived learning. The study findings are encouraging in that students felt that they learned the course content and these perceptions were the same regardless of type of learning environment. The findings also suggest that the quality of instruction is more of an influence on learning than type of teaching modality.
Subject(s)
Education, Distance/methods , Education, Nursing, Graduate/methods , Internet , Social Environment , Videoconferencing , Adult , Consumer Behavior , Humans , Learning , Middle Aged , Regression Analysis , United StatesABSTRACT
The retention of students in nursing programs continues to be a major challenge for nurse educators and deans of nursing programs. Student attrition negatively impacts the needed supply of registered nurses to fill staff, administrative, and teaching positions. There is little recent research in the nursing literature related to the factors that influence undergraduate attrition among the new population of nursing students. Tinto's model of student retention has been used widely to explain factors that influence retention. In this article, the author suggests that Tinto's model may not be appropriate for explaining attrition among the new population of undergraduate nursing students. An epidemiologic framework is offered as a way of rethinking and reconceptualizing the problem of undergraduate student attrition. Primary, secondary, and tertiary approaches are presented to show that high rates of student attrition can be prevented by identifying critical points for intervention.
