Abstract
The purpose of this qualitative exploratory single case study was to explore millennial nursing student preferences of activities and assignments that may facilitate learning (preferred) as well as perceptions of those that may hinder learning (not preferred). This qualitative exploratory single case study sought to understand the perceived preferences of millennial online registered nurse to Bachelor of Science in nursing (RN-BSN) students for online activities and assignments. Three questions were posed: How do millennial nursing students develop preferences for learning activities and assignments in online RN-BSN programs? How and why do millennial nursing students believe certain learning activities and assignments facilitate learning in online RN-BSN programs? How and why do millennial nursing students believe certain learning activities and assignments hinder learning in online RN-BSN programs? Constructivist and social constructivist learning theories served as theoretical frameworks. Through purposive sampling, eleven participants from one Illinois RN-BSN program were chosen to be interviewed. Direct classroom observation and program document reviews were also used to triangulate the data. Thematic analysis identified eight themes: Preference for face-to-face learning activities, Influences to choose online learning activities, Clear directions, Relevant to practice, Instructor engagement, Research required, Thought provoking, Lectures, Uninvolved instructors, Related to preferences and influences for assignments and activities in the online classroom. Preferences were identified in the online classroom that have evolved through experience in the face-to-face classroom and the use of technology.
Sigma Membership
Lambda Sigma
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Case Study/Series
Research Approach
Qualitative Research
Keywords:
Millennial Nursing Students, Nursing Education, Online Education, RN-BSN Programs
Advisor
James B. Schiro
Second Advisor
Patricia Fusch
Third Advisor
Peter La Chapelle
Fourth Advisor
Richelle Rennegarbe
Degree
Doctoral-Other
Degree Grantor
Grand Canyon University
Degree Year
2017
Recommended Citation
Farley, Holly R., "An exploration of perceived learning activities and assignments preferred by millennial nursing students in an online RN-BSN nursing program" (2021). Dissertations. 1139.
https://www.sigmarepository.org/dissertations/1139
Rights Holder
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2021-09-02
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10689562; ProQuest document ID: 2010611526. The author still retains copyright.