Other Titles
Using teaching strategies to improve student outcomes [Session]
Abstract
Session presented on Sunday, November 8, 2015:
A longitudinal research study was conducted from 2013-2014 in which students enrolled in two different master's degree nursing programs were assessed using two scales as well as demographic and programmatic questions at two data points, after first course and one year later. Graduate students who were enrolled in an online Academic Partnership (A.P.) version of the program in a condensed format (courses 5 or 10 week long with one faculty and one academic coach per course) were compared to those enrolled in the traditional 15 week full semester format. Perceived Stress Survey (PSS) and Sense of Belonging (SOB) were the two quantitative repeated measure scales. At data point 1, 58 students (37 A.P. and 21 Traditional) completed the study. At data point 2, 40 (25 A.P. and 15 Traditional) of the same students completed the second survey. Within these two groups, 67.6% of A.P. and 71.4% of Traditional repeated the surveys. Within survey 2, an inverse statistically significant relationship was reached between PSS and SOB for the full group (= -.459, p =.003). Statistical significance was also reached between PSS and SOB in the Traditional group (= -.657, p =.008) but not so with the A.P. group (=-.339 , p =.097). Within the Traditional group, changes in PSS and SOB scores between survey one and survey two were both statistically significant (PSS : =.533, p=.041; SOB: =.763, p =.001). Within the AP group, changes in SOB were statistically significant (=.490, p =.013). Within the Traditional model of course delivery, sense of belonging appears to modulate stress and over the course of the year, these students demonstrated scores that were fairly consistent. Students who are successful in the AP program appear to modulate their stress and use belongingness through online opportunities in a positive and productive way.
Sigma Membership
Delta Theta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Graduate Nursing Education, Stress, Sense of Belonging
Recommended Citation
Mintz-Binder, Ronda D., "Comparison of two modes of teaching delivery in graduate nursing education" (2016). Convention. 265.
https://www.sigmarepository.org/convention/2015/presentations_2015/265
Conference Name
43rd Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Las Vegas, Nevada, USA
Conference Year
2015
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Acquisition
Proxy-submission
Comparison of two modes of teaching delivery in graduate nursing education
Las Vegas, Nevada, USA
Session presented on Sunday, November 8, 2015:
A longitudinal research study was conducted from 2013-2014 in which students enrolled in two different master's degree nursing programs were assessed using two scales as well as demographic and programmatic questions at two data points, after first course and one year later. Graduate students who were enrolled in an online Academic Partnership (A.P.) version of the program in a condensed format (courses 5 or 10 week long with one faculty and one academic coach per course) were compared to those enrolled in the traditional 15 week full semester format. Perceived Stress Survey (PSS) and Sense of Belonging (SOB) were the two quantitative repeated measure scales. At data point 1, 58 students (37 A.P. and 21 Traditional) completed the study. At data point 2, 40 (25 A.P. and 15 Traditional) of the same students completed the second survey. Within these two groups, 67.6% of A.P. and 71.4% of Traditional repeated the surveys. Within survey 2, an inverse statistically significant relationship was reached between PSS and SOB for the full group (= -.459, p =.003). Statistical significance was also reached between PSS and SOB in the Traditional group (= -.657, p =.008) but not so with the A.P. group (=-.339 , p =.097). Within the Traditional group, changes in PSS and SOB scores between survey one and survey two were both statistically significant (PSS : =.533, p=.041; SOB: =.763, p =.001). Within the AP group, changes in SOB were statistically significant (=.490, p =.013). Within the Traditional model of course delivery, sense of belonging appears to modulate stress and over the course of the year, these students demonstrated scores that were fairly consistent. Students who are successful in the AP program appear to modulate their stress and use belongingness through online opportunities in a positive and productive way.
Description
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.