The Effects of Frequent Quizzing on Exam Scores in a Baccalaureate Nursing Course.

ABSTRACT: This study examined the relationship between the use of frequent quizzing and students' examination scores in a fundamental-level baccalaureate nursing course. Four cohorts of students were utilized: two cohorts (n = 230) received only unit exams and a comprehensive final, whereas the other cohorts (n = 210) were given quizzes in addition to the unit exams and comprehensive final. Exam scores were analyzed to determine if there was improvement in scores once quizzing was implemented. Comparing the quizzing and control cohorts, quizzing was found to improve both unit (p < .001, ηp2 = .039) and final (p < .001, ηp2 = .046) exam scores.

Cognitive Apprenticeship During Preceptorship.

This study investigated whether implementation of an instructional strategy during hospital orientation preceptorship of newly graduated nurses would impact their confidence and ease of transition. Findings revealed an increase in confidence of newly graduated nurses after implementation of cognitive apprenticeship principles. The findings suggest that it can be beneficial to teaching cognitive apprenticeship principles to preceptors for use during preceptorship.

A 3D App for Teaching Nursing Students ECG Rhythm Interpretation.

ABSTRACT: The purpose of this study was to determine the effectiveness of a three-dimensional application on nursing students' electrocardiogram (ECG) level of knowledge as evidenced by exam performance. Nurse educators must prepare future nurses to competently identify ECG rhythms. As the current classroom environment often lacks application and practice opportunities, students may struggle with ECG rhythm identification at the bedside. An identical 10-item pretest and posttest was used for this quasiexperimental research study. Dependent t-tests and an independent t-test were used for statistical analysis.

Evaluating the Effectiveness of Two Teaching Strategies to Improve Nursing Students' Knowledge, Skills, and Attitudes About Quality Improvement and Patient Safety.

The purpose of this study was to evaluate two teaching strategies with regard to quality and safety education for nurses content on quality improvement and safety. Two groups (total of 64 students) participated in online learning or online learning in conjunction with a flipped classroom. A pretest/posttest control group design was used. The use of online modules in conjunction with the flipped classroom had a greater effect on increasing nursing students' knowledge of quality improvement than the use of online modules only. There was no statistically significant difference between the groups for safety.

Creating a successful environment for preparing doctoral-level nurse educators.

The ongoing nursing shortage requires that universities be creative in developing alternative methods to enhance the supply of nursing faculty. We report on an innovative collaborative program between colleges of nursing and education to prepare future nursing faculty. The evaluation of this initiative was accomplished using comparative data from doctoral students in other non-nursing programs. We found that the nurse educator program was positive in influencing students' knowledge and skill development and perceptions of faculty support, compared with other non-nursing doctoral programs.

eLearning: Is There a Place in Athletic Training Education?

OBJECTIVE: To provide an overview of current issue and research literature that discusses the use of eLearning in an academic curriculum. We address several components to be examined before eLearning is incorporated into athletic training education. DATA SOURCES: We searched MEDLINE and Educational Resources Information Center (ERIC) from 2000 through 2002 using the key words distance education, online learning, and the individual research studies referenced in this article. DATA SYNTHESIS: Educational research studies have confirmed that multiple methods in instruction delivery exist. Within the changing culture of higher education, the use of effective communication tools has been shown to increase student knowledge and skills. Through eLearning, methods of instruction design are designed to be student centered and allow the educator to become a facilitator. CONCLUSIONS/RECOMMENDATIONS: Even though the use of eLearning faces many challenges in athletic training education, the research literature does support this method of instructional delivery in selected courses in athletic training education.