Abstract
This mixed methods study explored emergency preparedness and disaster response in the concept-based learning curriculum adopted by the Alabama Community College System (ACCS) in 2016. The concept-based curriculum employs active learning in lieu of the traditional lecture-style teaching methods.
This study addressed the problem that educators may be unfamiliar with this content and are unsure how to present this material to students. The purpose of this study was to gain insight on teaching methodologies, to better prepare nursing students on this content.
Kolb's 1984 Experiential Learning Theory was the framework that parallels closely with this curriculum. Kolb emphasizes four stages that are essential for experiential learning to be successful: concrete experience, reflective observation, abstract conceptualization and active experimentation.
Sigma Membership
Non-member
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Nursing Education, Emergency Preparedness, Disaster Response, Nurse Educators
Advisor
Jane Kushma
Second Advisor
Jeff Ryan
Third Advisor
Tanveer Islam
Degree
Doctoral-Other
Degree Grantor
Jacksonville State University
Degree Year
2018
Recommended Citation
Freshwater, Melissa Jayne, "Preparing nursing students to respond to disasters: Faculty perspectives" (2021). Dissertations. 1327.
https://www.sigmarepository.org/dissertations/1327
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.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2021-09-27
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28512297; ProQuest document ID: 2516916524. The author still retains copyright.