Abstract/Details

A study of the impact of computer assisted self -regulated learning techniques on science teaching for nursing students


2005 2005

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Abstract (summary)

The purpose of this study was to determine whether computer-assisted self-regulated learning strategies are effective tools to improve nursing student performance in science courses. Improved performance was hoped to lead to decreased anxiety and increased self-efficacy. This study investigated the use of computer-assisted self-regulated learning techniques to improve learning outcomes in a science course for nurses. The three-phase study consisted of a survey phase, a comparison of elaborate feedback and simple feedback, as well as a comparison of computer exam scores to paper and pencil exam scores, and a comparison of the concepts from the paper and pencil examinations with computer exam concepts in a retention phase.

Seventy-five graduate nursing students participated in this study. Initially, they were given a survey to determine their attitudes and beliefs about the course content. The initial survey assessed (1) student beliefs about the importance of course objectives and perceived relevance of content to their clinical nursing skills; (2) time constraints encountered by students, and (3) perceived self-efficacy in an advanced science course.

The modeling/performance phase was two-fold. This phase compared exam scores from computer-assisted feedback to outcomes in paper and pencil/worksheet format. In addition to comparison with paper and pencil where students received no feedback, the computer tutorials provided two types of feedback, simple and elaborate. Feedback performance of elaborate explanations of answers was compared to simple verification feedback of correct/incorrect.

In the final phase, students had the opportunity to self-reflect and make adjustments in their knowledge for both the computer tutorials and the non-computer worksheets to determine potential effects that the feedback has on retention of concepts. The outcomes for this phase were to measure performance on a comprehensive final exam. These outcomes were compared to the scores students obtained on the unit examinations over the topics covered.

Indexing (details)


Subject
Educational software;
Nursing
Classification
0710: Educational software
0569: Nursing
Identifier / keyword
Health and environmental sciences, Education, Computer-assisted learning, Nursing students, Science, Self-regulated learning
Title
A study of the impact of computer assisted self -regulated learning techniques on science teaching for nursing students
Author
Elder, Betty L.
Number of pages
153
Publication year
2005
Degree date
2005
School code
0138
Source
DAI-A 67/01, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542492471, 0542492474
Advisor
Brooks, David W.
University/institution
The University of Nebraska - Lincoln
University location
United States -- Nebraska
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3201764
ProQuest document ID
305461782
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305461782
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