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

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dc.contributorMarch, Alice L.
dc.contributorMcKnight, Douglas
dc.contributorTomek, Sara
dc.contributorCarter, Melondie R.
dc.contributor.advisorRobinson, Cecil D.
dc.contributor.authorMurton, Catherine S.
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2019-02-12T14:31:17Z
dc.date.available2019-02-12T14:31:17Z
dc.date.issued2018
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractStudents 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.en_US
dc.format.extent114 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0003183
dc.identifier.otherMurton_alatus_0004D_13687
dc.identifier.urihttp://ir.ua.edu/handle/123456789/5366
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectNursing
dc.subjectEducational technology
dc.titleStudent-generated podcasts as an articulation learning intervention in nursing educationen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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