Preferred Teaching/Learning Strategies for Graduate Nursing Students in Web-Enhanced Courses

Abstract

Background: Advanced and continuing education is essential for maintaining competence. Graduate students have shown an increase in online course enrollment, and similar trends are anticipated among nurses with limited access to on-site education due to the current COVID-19 (coronavirus disease 2019) pandemic. Faculty must utilize preferred teaching/learning strategies to provide high-quality online education courses that engage learners and improve outcomes. Objectives: This study assessed preferred teaching/learning strategies for graduate students enrolled in at least 1 asynchronous nursing course. Correlational data assessed the relationship between preferred teaching/learning strategies and selected demographic information. Methods: All graduate nursing students enrolled in at least 1 asynchronous course at the University of Pittsburgh School of Nursing during a 3-month period were invited to participate in a survey to assess preferred teaching/learning methods. Results: Sixty-six graduate students completed the survey. Most participants were comfortable with computer skills, had previously enrolled in a web-enhanced course, and did not enjoy group work. Preferred teaching/learning strategies included voice-over PowerPoints, simulation, case studies, guest speakers, and faculty communication. Conclusion: Preferred teaching/learning strategies that incorporate asynchronous and synchronous learning should be developed. These strategies will enhance the knowledge base of nurses in all settings and populations.

Comparing satisfaction and outcomes in on-campus versus virtual education for nurse practitioner students

“…Students valued the opportunity to question and learn from one of the foremost thyroid experts, which suggests that certain lectures with an interactive question and answer session may be appropriate. These highly rated activities are consistent with findings from another institution that reported graduate nursing student preference for simulated patients and guest speakers as learning opportunities (Harlan et al, 2021). Student exemptions from the intensive were discontinued after 2020 because the learning experience was felt to be valuable for students with all levels of experience.…”

Secondary School English Teachers’ Perceptions of Educational Technology Integration in Kapit

“…Meanwhile, as mentioned by Teacher C, "Students will be more interested to learn whenever teachers bring their laptop and projector and show the video to them…Usually, I use PowerPoint to enhance my teaching, and show them YouTube, such as videos or blogs…", the amalgamation of multimedia resources, including videos, PowerPoints, and music, stood as a testament to the innovative strategies employed in those classrooms. This departure from traditional textbook methods aligned with the findings of research conducted by Harlan et al (2021), which emphasised that multimedia resources, particularly PowerPoint presentations, enhanced engagement and facilitated higher levels of learning. The literature further underscored the effectiveness of short videos in communicating effectively with students, as recommended by (Arrambide-Leal et al, 2021).…”

Human Trafficking Education

“…HT education involves the acquisition of tacit knowledge, which is challenging to incorporate into practice (Nordstrom, 2020). Best practices for the development of an online learning program include incorporation of adult learning theory into the instructional design to facilitate the teaching/learning process and to promote learner engagement (Harlan et al, 2021). Effective asynchronous teaching modalities within the discipline of nursing include the use of case studies, slide presentations with voice-overs, and use of social media content (Harlan et al, 2021; Vacek & Liesveld, 2020).…”

“…Best practices for the development of an online learning program include incorporation of adult learning theory into the instructional design to facilitate the teaching/learning process and to promote learner engagement (Harlan et al, 2021). Effective asynchronous teaching modalities within the discipline of nursing include the use of case studies, slide presentations with voice-overs, and use of social media content (Harlan et al, 2021; Vacek & Liesveld, 2020). Sinclair et al (2017) further describe instructional design principles that can be used to guide e-learning program development by health professional educators with a focus on learning as opposed to instruction.…”