Abstract
The National League for Nursing (NLN) and the Institute of Medicine (IOM) profess that nursing education has not kept pace with evolving practice requirements and innovative technologies. Nurse educators have been charged to reexamine, update, and transform nursing curricula to include emerging technologies to better prepare students for future practice. The purpose of this study was to explore the perceptions and experiences of associate degree nursing faculty and students utilizing Quick Response (QR) code as a teaching and learning strategy. There was an identified gap in the knowledge of utilizing and evaluating QR codes in nursing education and a paucity of nursing literature reporting perceptions, benefits, and use of QR codes in the classroom.
Sigma Membership
Pi Gamma
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Qualitative Research
Keywords:
QR Codes, Nursing Students, Nursing Education, Mobile Learning, Nursing Faculty, Teaching Strategies
Advisor
Karen Sicard
Second Advisor
Jude Haney
Third Advisor
Tomekia Luckett
Fourth Advisor
Jalynn Roberts
Degree
PhD
Degree Grantor
William Carey University
Degree Year
2018
Recommended Citation
Wyatt, Casaundra Faultry, "Exploring the perceptions of integrating quick response (QR) codes in associate degree nursing education" (2021). Dissertations. 1519.
https://www.sigmarepository.org/dissertations/1519
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
2021-09-29
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10831061; ProQuest document ID: 2115849696. The author still retains copyright.