Changing Student Outcomes Without Sacrificing Student Satisfaction
| Autor: | Kristen M. Poston, Kathryn Kinyon, Berry S Anderson, Shannon V D'Alton |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Large class
Medical education 030504 nursing 020205 medical informatics Learning environment 02 engineering and technology Personal Satisfaction Nursing standard Education Pediatric Nursing 03 medical and health sciences 0202 electrical engineering electronic engineering information engineering book.journal Humans Learning Students Nursing Pediatric nursing 0305 other medical science Psychology Child Education Nursing book General Nursing |
| Zdroj: | The Journal of nursing education. 60(3) |
| ISSN: | 1938-2421 |
| Popis: | Background: Faculty teaching a large class size implemented evidence-based teaching strategies (EBTS) to improve mastery of core concepts in an accelerated undergraduate pediatric nursing course. Method: Pre- and poststudent outcomes were analyzed using data from course assessments and American Technologies Institute (ATI) concept mastery testing to evaluate the effectiveness of course revisions. ATI designates three proficiency levels to determine mastery. A proficiency of level two exceeds the minimum expectations for mastery, whereas a proficiency level of three suggests students exceed NCLEX-RN standards of content. Results: Data indicated implementation of new EBTS facilitated improvement in student content mastery. Students exceeded the minimum expectations for NCLEX-RN standards of pediatric content. Course revisions resulted in all students achieving benchmark on ATI concept mastery testing with a three-fold increase in students achieving the highest level of proficiency. Conclusion: EBTS can be adapted for a large class size learning environment with improved learning outcomes. [ J Nurs Educ . 2021;60(3):169–171.] |
| Databáze: | OpenAIRE |
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