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Nursing faculty experiences with inn...

Elmers, Coleen R.

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Nursing faculty experiences with innovative learning strategies: A qualitative study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Nursing faculty experiences with innovative learning strategies: A qualitative study./
Author:	Elmers, Coleen R.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	105 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
Contained By:	Dissertation Abstracts International78-02A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10144273
ISBN:	9781339994352

Nursing faculty experiences with innovative learning strategies: A qualitative study.
Elmers, Coleen R.

Nursing faculty experiences with innovative learning strategies: A qualitative study. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 105 p.

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (Ph.D.)--Capella University, 2016.

Traditionally nursing education has relied on teacher-centered curriculum that focused on learning large quantities of content versus learning how to think and problem solve. This traditional approach is no longer effective in preparing nurses to work effectively in the clinical environment where problem solving and clinical reasoning are imperative. With the development of online programs and technology to support active learning and problem solving, faculty have the opportunity to create active learning environments that promote problem solving. A basic qualitative study was used to explore innovative technologies used by nursing faculty to promote active learning and problem solving in student nurses. The theoretical framework used for this study was constructivism. Data were collected through individual telephone interviews and a constant comparative method was used to identify patterns within the data and generate themes. Themes that emerged from the data analysis included benefits of innovation, barriers to the use of innovative technology, and administrative issues. Within each theme, sub-themes were identified. For the theme benefits of innovation, five sub-themes were identified: make it real, learning together, reflections on learning, innovation with a purpose, and faculty and student role changes. For the theme barriers to the use of innovative technologies three sub-themes were identified, these included limited resources, restrictive policies, and faculty resistance. Within the final theme administrative issues, two sub-themes were identified. These included administrative and collegial support. Participants conveyed the importance of both administrative and collegial support to create a learning environment that embraces innovation. Early adopters of innovative technology serve as role models for other faculty to emulate; mentoring both experienced and novice faculty in successful development and implementation of active learning strategies. Recommendations for further research based on the findings of this study include further exploration of innovative teaching strategies that promote active learning and problem solving in both traditional and online settings, at multiple levels using a more culturally diverse sample.

ISBN: 9781339994352Subjects--Topical Terms:

543202
Adult education.

Nursing faculty experiences with innovative learning strategies: A qualitative study.
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300 $a 105 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
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520 $a Traditionally nursing education has relied on teacher-centered curriculum that focused on learning large quantities of content versus learning how to think and problem solve. This traditional approach is no longer effective in preparing nurses to work effectively in the clinical environment where problem solving and clinical reasoning are imperative. With the development of online programs and technology to support active learning and problem solving, faculty have the opportunity to create active learning environments that promote problem solving. A basic qualitative study was used to explore innovative technologies used by nursing faculty to promote active learning and problem solving in student nurses. The theoretical framework used for this study was constructivism. Data were collected through individual telephone interviews and a constant comparative method was used to identify patterns within the data and generate themes. Themes that emerged from the data analysis included benefits of innovation, barriers to the use of innovative technology, and administrative issues. Within each theme, sub-themes were identified. For the theme benefits of innovation, five sub-themes were identified: make it real, learning together, reflections on learning, innovation with a purpose, and faculty and student role changes. For the theme barriers to the use of innovative technologies three sub-themes were identified, these included limited resources, restrictive policies, and faculty resistance. Within the final theme administrative issues, two sub-themes were identified. These included administrative and collegial support. Participants conveyed the importance of both administrative and collegial support to create a learning environment that embraces innovation. Early adopters of innovative technology serve as role models for other faculty to emulate; mentoring both experienced and novice faculty in successful development and implementation of active learning strategies. Recommendations for further research based on the findings of this study include further exploration of innovative teaching strategies that promote active learning and problem solving in both traditional and online settings, at multiple levels using a more culturally diverse sample.
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