Abstract
Competency standards require baccalaureate nursing graduates to demonstrate knowledge, understanding, and the ability to solve complex problems. In an effort to achieve these program outcomes, educators seek empirical evidence related to the learning process and the effect of innovative teaching strategies, such as simulation, on the learner. Traditional teacher-centered educational models which foster rote learning may not promote a deep approach to learning and facilitate student understanding. Students who utilize deep learning strategies seek meaning and understanding and often have higher quality learning outcomes. The purpose of this quasi-experimental study was to examine the effect of interactive computer-based clinical simulation on undergraduate nursing student approach to learning. The study employed a pre-test post-test design with a non-equivalent comparison group in order to better understand if interactive computer-based clinical simulation had an impact on student approach to learning.
Sigma Membership
Beta Iota
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Quantitative Research
Keywords:
Deep Learning, Nursing Education, Simulation Learning
Advisor
Kelley Walters
Second Advisor
Maria Puzziferro
Third Advisor
Mary Dereshiwsky
Degree
PhD
Degree Grantor
Northcentral University
Degree Year
2010
Recommended Citation
Mitchell, Claudia, "The effect of interactive computerized simulation on approach to learning in undergraduate nursing students" (2023). Dissertations. 1499.
https://www.sigmarepository.org/dissertations/1499
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.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-02-03
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3436857; ProQuest document ID: 820579074. The author still retains copyright.