About this paper

Appears in:
Pages: 4996-5000
Publication year: 2010
ISBN: 978-84-613-5538-9
ISSN: 2340-1079

Conference name: 4th International Technology, Education and Development Conference
Dates: 8-10 March, 2010
Location: Valencia, Spain

USE OF INTERACTIVE INSTRUCTIONAL STRATEGIES ON ACADEMIC PERFORMANCE IN NURSING EDUCATION

B. Powers

Fitchburg State College (UNITED STATES)
The purpose of this study was to determine whether the use of interactive instructional strategies influences the academic performance of nursing candidates.

Conceptual Basis
It is widely recognized that there is a severe shortage of qualified health care workers in the United States. (Kinard, 2004) In the nursing profession specifically, registered nurses are in high demand, but in short supply. Qualified graduates who can pass the National Council Licensure Examination (NCLEX) will increase the number of registered nurses. To this end, research is needed to determine how instructional strategies influence academic performance so that the success of nursing candidates can be ensured. The nursing profession demands that nurses and nursing students are able to think critically, using the higher-level objectives of analysis, synthesis, and evaluation in real life situations. Ausubel's, (1968) Piaget's, (1952) and Vygotsky’s (1978) work suggests that instructional strategies that involve the learner actively discussing and applying information with the instructor and with peers are more likely to address these higher level outcomes and lead to improved academic performance. Improved academic performance means a greater probability of more nursing students passing their boards and joining the nursing profession.

Methods

This research study used an ex post facto design. A researcher-designed survey was sent to a sample of nurse educators from purposefully selected public universities and colleges throughout the Mid-Atlantic and Northeastern United States with baccalaureate nursing programs.

Results and Implications:

Nurse faculty in high, medium and low NCLEX-performing schools did not report differences in the interaction they promote in their teaching. Low NCLEX- performing schools did show a statistically significant higher mean in interactivity with regards to concept mapping than high NCLEX- performing schools. Additionally, nurse educators from high, medium and low scoring NCLEX-performing schools used case studies more frequently than concept mapping, instructional games or lectures. Hopefully this study provides a guidepost to stimulate further inquiry with additional studies in this most important aspect of nursing education.
@InProceedings{POWERS2010USE,
author = {Powers, B.},
title = {USE OF INTERACTIVE INSTRUCTIONAL STRATEGIES ON ACADEMIC PERFORMANCE IN NURSING EDUCATION},
series = {4th International Technology, Education and Development Conference},
booktitle = {INTED2010 Proceedings},
isbn = {978-84-613-5538-9},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {8-10 March, 2010},
year = {2010},
pages = {4996-5000}}
TY - CONF
AU - B. Powers
TI - USE OF INTERACTIVE INSTRUCTIONAL STRATEGIES ON ACADEMIC PERFORMANCE IN NURSING EDUCATION
SN - 978-84-613-5538-9/2340-1079
PY - 2010
Y1 - 8-10 March, 2010
CI - Valencia, Spain
JO - 4th International Technology, Education and Development Conference
JA - INTED2010 Proceedings
SP - 4996
EP - 5000
ER -
B. Powers (2010) USE OF INTERACTIVE INSTRUCTIONAL STRATEGIES ON ACADEMIC PERFORMANCE IN NURSING EDUCATION, INTED2010 Proceedings, pp. 4996-5000.
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