東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Effects of Classroom Style and A...

Arbogast, Susan Debra.

Linked to FindBook

Google Book

Amazon

博客來

The Effects of Classroom Style and Age on Student Nurse Educational Outcomes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Classroom Style and Age on Student Nurse Educational Outcomes./
Author:	Arbogast, Susan Debra.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	238 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10747715
ISBN:	9780355759044

The Effects of Classroom Style and Age on Student Nurse Educational Outcomes.
Arbogast, Susan Debra.

The Effects of Classroom Style and Age on Student Nurse Educational Outcomes. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 238 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ph.D.)--Grand Canyon University, 2018.

Nursing educators are tasked with transforming nursing education to help nursing students develop high level cognitive skills. The purpose of this quantitative, causal-comparative study was to determine if, and to what extent, there were any differences in NCLEX-RNRTM results (pass, fail) for student's age (≤ 24, > 24) or class delivery type (flipped, traditional), or main effects/interaction effect between student's age (≤ 24, > 24), and the class delivery format used on second semester HESIRTM RTM SE scores for two classes of ADN students in a major southwestern metropolitan area. Andragogy served as the theoretical basis for this study. The first two research questions asked is there a difference in results on the National Council Licensure Exam for Registered Nurses (NCLEX-RN RTM) results based on classroom type (RQ 1) or student age (RQ 2). Fisher's exact test showed no differences between classroom type and NCLEX-RNRTM results: z = --.23, SEM = .02, p = 1.00 or age and NCLEX-RNRTM results: z = .46, SEM = .05, p = .45. Research question three examined if there was an interaction or main effect of classroom type and age on the Health Education Systems Incorporated Specialty Exam (HESI RTM SE). A two-way ANOVA showed a significant interaction effect, F(1, 115) = 5.15, p = .025, partial eta 2 = .04, between classroom type, age, and HESI RTM SE results. Results from the current study suggest that the flipped classroom offers an effective alternative to the traditional classroom in nursing education. This researcher recommends further investigation into the use of the flipped classroom in nursing education.

ISBN: 9780355759044Subjects--Topical Terms:

516579
Education.

The Effects of Classroom Style and Age on Student Nurse Educational Outcomes.
LDR:02617nmm a2200313 4500 001 2165420
005 20181130083353.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780355759044
035 $a (MiAaPQ)AAI10747715
035 $a (MiAaPQ)gcu:10644
035 $a AAI10747715
040 $a MiAaPQ $c MiAaPQ
100 1 $a Arbogast, Susan Debra. $3 3353494
245 1 4 $a The Effects of Classroom Style and Age on Student Nurse Educational Outcomes.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 238 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Jennifer G. Waldschmidt.
502 $a Thesis (Ph.D.)--Grand Canyon University, 2018.
520 $a Nursing educators are tasked with transforming nursing education to help nursing students develop high level cognitive skills. The purpose of this quantitative, causal-comparative study was to determine if, and to what extent, there were any differences in NCLEX-RNRTM results (pass, fail) for student's age (≤ 24, > 24) or class delivery type (flipped, traditional), or main effects/interaction effect between student's age (≤ 24, > 24), and the class delivery format used on second semester HESIRTM RTM SE scores for two classes of ADN students in a major southwestern metropolitan area. Andragogy served as the theoretical basis for this study. The first two research questions asked is there a difference in results on the National Council Licensure Exam for Registered Nurses (NCLEX-RN RTM) results based on classroom type (RQ 1) or student age (RQ 2). Fisher's exact test showed no differences between classroom type and NCLEX-RNRTM results: z = --.23, SEM = .02, p = 1.00 or age and NCLEX-RNRTM results: z = .46, SEM = .05, p = .45. Research question three examined if there was an interaction or main effect of classroom type and age on the Health Education Systems Incorporated Specialty Exam (HESI RTM SE). A two-way ANOVA showed a significant interaction effect, F(1, 115) = 5.15, p = .025, partial eta 2 = .04, between classroom type, age, and HESI RTM SE results. Results from the current study suggest that the flipped classroom offers an effective alternative to the traditional classroom in nursing education. This researcher recommends further investigation into the use of the flipped classroom in nursing education.
590 $a School code: 1582.
650 4 $a Education. $3 516579
650 4 $a Nursing. $3 528444
650 4 $a Health education. $3 559086
690 $a 0515
690 $a 0569
690 $a 0680
710 2 $a Grand Canyon University. $b Doctoral Studies. $3 2102896
773 0 $t Dissertation Abstracts International $g 79-08A(E).
790 $a 1582
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10747715