nr 505 advanced research methods evidence based practice
nr 505 advanced research methods evidence
nr 505 evidence based practice
week 5 research literature
Written for
Chamberlain College Of Nursing
Week 5: Research Literature, Design, Sampling and Implementation Chamberlain College of Nursing (NR505)
All documents for this subject (1)
Seller
Follow
PerfectStudy
Reviews received
Content preview
RUNNING HEAD: RESEARCH LITERATURE, DESIGN, SAMPLING AND
IMPLEMENTATION
Week 5: Research Literature, Design, Sampling and Implementation
Chamberlain College of Nursing
NR-505: Advanced Research Methods: Evidence-Based Practice
,2
RESEARCH LITERATUE, DESIGN, SAMPLING AD IMPLEMENTATION
Research Literature Support
The selected nursing concern that I have chosen is the education of millennial learners in
undergraduate nursing to best develop their critical thinking skills. It is well-documented that
modern day students are vastly different from those of years past, having grown up with the
proliferous use of technology, the Internet, and the ability to instantly access information to
answer questions and solve problems (Battersby, 2017; Tai, 2014; Revell & McCurry, 2010).
Battersby noted that because of the way in which millennial learners process information, they
prefer the addition of certain interactive learning modules into a traditional curriculum to best
effectuate their learning (Battersby, 2017, p. 122).
The PICOT question associated with this proposal is as follows: In millennial nursing
students (P), how does flipping the classroom (I) versus traditional teaching methods (C) affect
the abilities of critical thinking (O) over the course of a nursing school semester (T)?
There have been a number of studies examining the effectiveness of flipping the
classroom in the overall educational experience of today’s learners. Missildine, Fountain,
Summers & Gosselin (2013) studied the effects of various teaching methods in undergraduate
nursing students in Adult Health Nursing classes, measured by exam scores and student
satisfaction surveys. This quasi-experimental study used three different teaching methods: a
traditional lecture-only approach, traditional lecture supplemented by lecture capture (lectures
electronically recorded and made available to students) and a flipped classroom utilizing lecture
capture as well as interactive learning opportunities presented during classroom time.
, 3
RESEARCH LITERATUE, DESIGN, SAMPLING AD IMPLEMENTATION
Quantitative data was gathered by use of average examination scores and student satisfaction
surveys based on a four-point scale.
Missildine, Fountain, Summers & Gosselin (2013) concluded that, as expected, the
students who were in the flipped classroom modality scored significantly higher on the
examinations that those in the traditional lecture classroom and the traditional classroom
supplemented with captured lecture. However, the authors were surprised to discover that the
students in the flipped classroom modality were significantly less satisfied with their learning
experience than students in the other two groups. A strength of this study was the relatively
consistent demographics of the sample over the three-semester research period, and the fairly
large sample size, which may increase the probability of generalization to larger populations. A
limitation that was noted by the researchers suggested that there were problems with
infrastructure such as accessibility of classrooms and internet connections by rural students.
Critz and Knight (2013) used the flipped classroom modality in a pediatric course in a
graduate Nurse Practitioner program and studied the students’ responses on a questionnaire
following the completion of the class. The purpose of the research was to determine whether the
flipped classroom approach would energize and engage the students in a new and meaningful
way after dissatisfaction with previous classes that were taught in the traditional format. This
quantitative cross-sectional research design collected data by means of an anonymous survey that
asked students to rate their experiences using a 5-point Likert scale assigning a value of 1 to
“extremely worthwhile” and a value of 5 being “not at all worthwhile” (Critz & Knight, 2013,
211). The results as reported by the authors were that the flipped classroom model was an
overwhelming success and student satisfaction was generally very positive. A strength of this
study was that there was 100% response rate from students on the online questionnaire, which
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller PerfectStudy. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $20.49. You're not tied to anything after your purchase.
