Other Titles
Collaboration Between Nursing Faculty and Instructional Designers Enhances Affective Learning Leading to Improved Knowledge Transfer of Evidence-Based Practice for Professional Nurses in a Graduate Education Program [Symposium]
Abstract
Session presented on Saturday, November 7, 2015: This portion of the symposium will present successful, online teaching and learning strategies designed to guide practicing nurses to evidence-based solutions in the field that improve patient outcomes. To overcome negative student emotions that may translate into reluctance to use research in practice, course designers created interactive, self-paced learning objects to instruct, practicing nurses in the application of the Iowa Model and the Rogers' Diffusion of Innovations Theory. Research by Reilly, Gallagher, Lepak, and Killion (2012) points out that students may feel trepidation given the large volume of required readings in nursing education and desire more of an overview and clearly understandable materials that present content in new ways. Concept maps - visual and text representations - of each research model help demonstrate complex concepts and improve student learning (Pilcher, 2011). By using cognitive maps, graphic art and multimedia, the learning objects featured in this symposium help reduce the cognitive load and negative emotions of students learning research models for the first time and allows them to move more quickly to the applying the model in their practice. The learning objects used were largely self-paced, self-directed, and included graphics, theory and case studies. These features support learners' individual learning preferences and achievement of learning objectives (Cottrell & Donaldson, 2013). References: Pilcher, J. (2011). Teaching and learning with concept maps. Neonatal Network, 30 (5), 336-339. Cottrell, S., & Donaldson, J. H. (2013). Exploring the opinions of registered nurses working in a clinical transfusion environment on the contribution of e-learning to personal learning and clinical practice: Results of a small scale educational research study. Nurse Education In Practice, 13(3), 221-227. doi:10.1016/j.nepr.2013.01.014 Reilly, J. R., Gallagher-Lepak, S., & Killion, C. (2012). "Me and my computer": Emotional factors in online learning. Nursing Education Perspectives, 33(2), 100-5. Retrieved from http://search.proquest.com/docview/1009642520?accountid=11999
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Evidence Based Nursing, Information Technology
Recommended Citation
Gogno, Nicholas Charles, "Interactive Instructional Design Strategies for Online Nursing Education" (2016). Convention. 484.
https://www.sigmarepository.org/convention/2015/presentations_2015/484
Conference Name
43rd Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Las Vegas, Nevada, USA
Conference Year
2015
Rights Holder
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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
Interactive Instructional Design Strategies for Online Nursing Education
Las Vegas, Nevada, USA
Session presented on Saturday, November 7, 2015: This portion of the symposium will present successful, online teaching and learning strategies designed to guide practicing nurses to evidence-based solutions in the field that improve patient outcomes. To overcome negative student emotions that may translate into reluctance to use research in practice, course designers created interactive, self-paced learning objects to instruct, practicing nurses in the application of the Iowa Model and the Rogers' Diffusion of Innovations Theory. Research by Reilly, Gallagher, Lepak, and Killion (2012) points out that students may feel trepidation given the large volume of required readings in nursing education and desire more of an overview and clearly understandable materials that present content in new ways. Concept maps - visual and text representations - of each research model help demonstrate complex concepts and improve student learning (Pilcher, 2011). By using cognitive maps, graphic art and multimedia, the learning objects featured in this symposium help reduce the cognitive load and negative emotions of students learning research models for the first time and allows them to move more quickly to the applying the model in their practice. The learning objects used were largely self-paced, self-directed, and included graphics, theory and case studies. These features support learners' individual learning preferences and achievement of learning objectives (Cottrell & Donaldson, 2013). References: Pilcher, J. (2011). Teaching and learning with concept maps. Neonatal Network, 30 (5), 336-339. Cottrell, S., & Donaldson, J. H. (2013). Exploring the opinions of registered nurses working in a clinical transfusion environment on the contribution of e-learning to personal learning and clinical practice: Results of a small scale educational research study. Nurse Education In Practice, 13(3), 221-227. doi:10.1016/j.nepr.2013.01.014 Reilly, J. R., Gallagher-Lepak, S., & Killion, C. (2012). "Me and my computer": Emotional factors in online learning. Nursing Education Perspectives, 33(2), 100-5. Retrieved from http://search.proquest.com/docview/1009642520?accountid=11999
Description
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`