Impacting Nursing Student Learning Outcomes Through Use of a Multimedia Elearning Module

Ann Marie Helmstedter
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Abstract

The purpose of this capstone project was to determine if the integration of ATI’s Nurse Logic 2.0 impacted the ATI Fundamentals 2013 proctored exam student learning outcomes of associate degree in nursing (ADN) students taking a Fundamentals course at a community college in Ohio. Mayer’s Cognitive Theory of Multimedia Learning (CTML) was used as a guiding principle to ensure proper implementation of the ATI Nurse Logic 2.0 multimedia eLearning modules. The results of this capstone project indicated that the integration of ATI’s Nurse Logic 2.0 did not impact the ATI Fundamentals 2013 proctored exam scores and the null hypothesis was accepted. The results of this study were likely impacted by the limitations of the study including the varying medical backgrounds of the Fundamentals students and the distractors student’s experiences when completing the ATI Nurse Logic 2.0 modules outside of class time. Also, there was an uneven distribution of students before and after the implementation of the ATI Nurse Logic 2.0 modules during the retrospective data collection period due to inclusion and exclusion criteria and because enrollment at the college declined. Implications of this capstone project support that the integration of a multimedia eLearning module does not impact student knowledge and retention.
通过使用多媒体电子学习模块影响护理学生的学习成果
这个顶点项目的目的是确定ATI的护士逻辑2.0的整合是否影响了ATI基础2013监考考试学生的学习成果护理副学士(ADN)学生在俄亥俄州的一所社区大学的基础课程。使用Mayer的多媒体学习认知理论(CTML)作为指导原则,以确保ATI护士逻辑2.0多媒体电子学习模块的正确实施。这个顶点项目的结果表明,整合ATI的护士逻辑2.0没有影响ATI基础2013监考考试成绩,零假设被接受。本研究的结果可能受到研究局限性的影响,包括基础课程学生的不同医学背景,以及学生在课外完成ATI护士逻辑2.0模块时的分心经历。此外,在回顾性数据收集期间,由于纳入和排除标准以及学院入学率下降,在实施ATI护士逻辑2.0模块之前和之后的学生分布不均匀。这个顶点项目的意义支持多媒体电子学习模块的集成不会影响学生的知识和记忆。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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