Student-generated podcasts as an articulation learning intervention in nursing education

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dc.contributor March, Alice L.
dc.contributor McKnight, Douglas
dc.contributor Tomek, Sara
dc.contributor Carter, Melondie R.
dc.contributor.advisor Robinson, Cecil D.
dc.contributor.author Murton, Catherine S.
dc.date.accessioned 2019-02-12T14:31:17Z
dc.date.available 2019-02-12T14:31:17Z
dc.date.issued 2018
dc.identifier.other u0015_0000001_0003183
dc.identifier.other Murton_alatus_0004D_13687
dc.identifier.uri http://ir.ua.edu/handle/123456789/5366
dc.description Electronic Thesis or Dissertation
dc.description.abstract Students in beginning nursing courses often struggle with mastering foundational content using conventional study methods and research suggests that students learn more effectively when they externalize their developing knowledge to others and reflect on their comprehension via articulation (Sawyer, 2014; NRC, 2005). Others maintain that articulation improves retrieval and retention of learned content (Brown, et.al, 2014; NRC, 2005; NRC, 2000) and is therefore a promising learning strategy for beginning nursing students. Although articulation is not new to educators, an emerging form is the student-generated podcast (SGP), yet few have explored SGP as a learning intervention (McLoughlin, Lee, & Chan, 2006; Lee, McLoughlin & Chan, 2008). This study tested the efficacy of articulation in the form of SGP as a metacognitive learning intervention among baccalaureate nursing students (N = 42) using an experimental matched pair repeated measures research design. The results of this study found that creating a podcast did not have a statistically significant effect on initial learning in pathophysiology; however, producing a SGP on a pathophysiologic topic did facilitate retention of the content over time. The results of this study indicate SGP is a beneficial educational tool for beginning nursing students, with recommendations for future research discussed.
dc.format.extent 114 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Nursing
dc.subject.other Educational technology
dc.title Student-generated podcasts as an articulation learning intervention in nursing education
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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