Effects of unfolding case studies on nursing students' understanding and transfer of oxygenation

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dc.contributorAppel, Susan
dc.contributorMarch, Alice L.
dc.contributorMcKnight, Douglas
dc.contributorYork, Kimberly
dc.contributor.advisorRobinson, Cecil D.
dc.contributor.authorBryant, Sandra Bryant
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T17:40:20Z
dc.date.available2017-03-01T17:40:20Z
dc.date.issued2016
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractUtilizing unfolding case studies as a teaching strategy has a number of potential benefits towards enhancing student understanding and transfer of knowledge. A major goal of these strategies is to enhance the competence levels of nursing students and improve patient care outcomes. Literature has suggested that utilization of knowledge to align classroom, clinical, and laboratory learning experiences will lead to nursing students who are better able to discern critical aspects to focus on within clinical situations, allowing them to render more competent care (Benner, Sutphen, Leonard, & Day, 2010). Although unfolding case studies have the potential benefits, listed above, there is little empirical research in nursing education to warrant such claims. This study begins to address this gap by examining differences in understanding and transfer between a classroom that utilized a lecture-based approach (n = 45) and a classroom that utilized unfolding case studies (n = 44). Specifically, this study tested the effects of using unfolding case studies within an oxygenation module in a Fundamentals of Nursing Course at a community college in the southeastern United States. Pre and post module tests, a final examination, a teaching rubric, and personal perceptions of achievement through survey questions were utilized to measure achievement levels and students perceptions about using unfolding case studies. Results from an analysis of variance indicate that students in the unfolding case study classroom learned at a statistically significantly greater rate and demonstrated greater understanding after the module than students in the lecture-based classroom. Further, students in the unfolding case study classroom demonstrated significantly higher transfer of understanding on the final examination. Results from the survey questions offer suggestions for educational design for nursing students by guiding pedagogical strategies for the alignment of classroom, clinical, and laboratory experiences.en_US
dc.format.extent107 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0002227
dc.identifier.otherBryant_alatus_0004D_12698
dc.identifier.urihttps://ir.ua.edu/handle/123456789/2585
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.subjectEducational leadership
dc.subjectNursing
dc.titleEffects of unfolding case studies on nursing students' understanding and transfer of oxygenationen_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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