Theses and Dissertations - Department of Educational Leadership, Policy & Technology Studies

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Comparing Lasater's clinical judgment rubric scores across faculty, self-assessement, and outcomes scores
(University of Alabama Libraries, 2013) Strickland, Haley Perkins; Adams, Marsha H.; University of Alabama Tuscaloosa
As more schools of nursing begin and/or continue to implement the use of human patient simulation, an objective evaluation tool needs to be used to measure nursing students' clinical judgment competency level. Assessment of nursing students' competency level is important because it identifies the students' strengths and weaknesses. This allows nurse educators to remediate content areas to make sure the student is clinically competent upon program completion and successful on the NCLEX-RN exam. The purpose of this study was to compare the accuracy of students' self-assessment of clinical judgment skills with faculty assessment of students' clinical judgment skills upon completion of a high-fidelity simulation experience. This study also compared the relationship between students' self-assessment and faculty assessment of clinical judgment competency levels during HPS and students' scores on a customized HESI nursing exam. Furthermore, the researcher investigated how high-fidelity simulation influences baccalaureate nursing student's clinical judgment competency level. The researcher collected quantitative data using a pretest/post-test experimental design. Participants included students in the third semester of upper division in a baccalaureate nursing program. The findings indicated that there was a slightly significant positive correlation between the faculty's assessment of students' clinical judgment skills score and the students' self-assessment of clinical judgment skills score. Secondly, there was a significant positive correlation between the faculty's assessment of students' clinical judgment skills score and students' HESI scores (post intervention). Thirdly, there was no correlation between students' self-assessment score and HESI score (post-intervention). Lastly, the data revealed that the experimental group scored significantly higher than the control group on the HESI exam (post-intervention). The results of this study indicate that students who undergo a cardiovascular HPS clinical experience perform significantly better on a customized cardiovascular parallel HESI exam than those students who do not receive a HPS experience.
The frequency of testing and its effects on exam scores in a fundamental level baccalaureate nursing course
(University of Alabama Libraries, 2018) Sartain, Andrea Fowler; Wright, Vivian H.; University of Alabama Tuscaloosa
Nursing faculty are constantly seeking ways in which to improve retention of students’ knowledge. Historically, nursing students have been given a few assessments per semester, followed by a comprehensive exam at the conclusion of the course. Utilizing testing as a study tool rather than merely a form of assessment assists students in making the transition from memorization of facts to understanding concepts. The purpose of this study was to examine the relationship between the frequency of testing within a baccalaureate undergraduate nursing course and students’ examination scores. This quasi-experimental study was conducted with four cohorts of students enrolled in a fundamentals nursing course. The control group consisted of two cohorts of students who received only unit exams and a comprehensive final. The experimental group was given quizzes in addition to unit exams and a comprehensive final. Students in the experimental group were further assessed to determine if there was a relationship between exam scores and their utilization of quizzing as a study tool. Additionally, one of the quizzing cohorts was provided information on the benefits of the use of quizzing as a study tool. Exam scores were then compared to the quizzing cohort who did not receive this information to determine if there was a relationship between students’ knowledge of the potential benefits of testing and final exam scores. When comparing the quizzing and non-quizzing cohorts, quizzing was found to improve both unit and final exam scores. There were no statistically significant differences between students who reported using quizzing as a study tool and those who did not use quizzing as a study tool. There was also no statistically significant difference between the cohort of students who received information regarding the benefits of testing as a study tool and the cohort who did not. These findings indicate quizzing is an effective tool to help improve students’ grades, regardless of how the quizzes are utilized by the students.
The integration of lecture capture technology in associate degree nursing programs in Alabama
(University of Alabama Libraries, 2014) Smith, Jacqueline Charley; Appel, Susan; University of Alabama Tuscaloosa
Instructors are being challenged to evaluate their courses and the manner in which course materials are distributed. Lecture capture technology has enabled nursing instructors to deliver classroom lectures even when class is not in session. This form of technology allows instructors to record lectures as they are being presented or instructors may choose to pre-record lectures prior to class. The purpose of this descriptive qualitative study was to determine how lecture capture technology has been integrated into associate degree nursing programs in Alabama. Nursing instructors were recruited from two-year colleges in the state of Alabama. Instructors selected were asked to complete a demographic survey and participate in detailed interviews that helped determine what factors influenced them to incorporate lecture capture technology into their courses. A purposive sample of nursing instructors, who had utilized lecture capture technology in their courses, was sought. The findings from this study may be used to help other nursing instructors navigate through the process of implementing lecture capture or other technology into their courses. The data collected may serve as a resource to help instructors and institutions overcome barriers and to effectively use time and resources in educating future nurses. This study has implications for nursing practice and policy related to establishing procedures that can assist instructors in adopting technology tools that will be beneficial in presenting course materials. In addition, instructors can determine which method of implementation is best for their work environment.
Interdisciplinarity as a change strategy: exploring the experiences of faculty and administrators
(University of Alabama Libraries, 2014) Luzius, Kim; Holley, Karri A.; University of Alabama Tuscaloosa
A changing environment forces institutions of higher learning to adapt to increasing demands for accountability, the production and application of new knowledge, and dwindling financial resources. Interdisciplinary programming provides one way to address these issues as well as meet evolving student and societal needs. This study explores the experiences of nursing and education faculty and administrators responsible for developing and maintaining an interdisciplinary doctoral program. A qualitative case study using interviews and document analysis was employed at a large, four-year, residential research institution. The core and supportive strategies critical to transformational change as identified by Eckel and Kezar (2003) served as the conceptual framework for this dissertation which addressed the following research questions: 1. What challenges do faculty and administrators face as they attempt to achieve interdisciplinary consensus as it relates to program objectives and curriculum? 2. What tactics facilitate development of an interdisciplinary academic program? 3. How do organizational norms, structures, and practices affect efforts to develop an interdisciplinary degree program?
Nurse residency program use in Alabama hospitals: exploring the decision-making strategies of hospital administrators
(University of Alabama Libraries, 2021) Smith, Miranda Michelle; Oliver, Joann S.; University of Alabama Tuscaloosa
Current literature supports the creation and implementation of nurse residency programs to support new graduate nurses as they transition into nursing practice. Additionally, nurse residency programs have been shown to increase nurse satisfaction and retention (Crimlisk et al., 2017; Olson-Sitki et al., 2012). Currently, there are only three nurse residency programs in the state of Alabama. The lack of this important post-licensure resource poses a problem for new graduate nurses who are seeking additional assistance and guidance during the transition to professional practice. This qualitative study examined the decision-making process of hospital leaders in the implementation of the nurse residency program at their facility. This study also explored factors that impacted hospital leaders’ decision to implement a nurse residency program. This study found a relationship between the decision to implement a nurse residency program and the desire to increase nursing development in the facilities. The benefits that were identified included building a solid foundation, recruitment and retention, and building relationships. Other factors that influenced the hospital leaders’ decision to implement the nurse residency programs were demand and excessive turnover of staff. In addition, multiple barriers such as logistics, manager buy-in, and curriculum development were identified by the hospital leaders as potential barriers to implementation. This study will also be able to help hospital leaders who are struggling with the decision to implement nurse residency programs in their facilities.

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Browsing Theses and Dissertations - Department of Educational Leadership, Policy & Technology Studies by Author "Adams, Marsha H."

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