Exploring the perceptions of integrating quick response (QR) codes in associate degree nursing education
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Casaundra Faultry Wyatt, PhD, MSN, BSN
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- Pi Gamma
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Abstract
The National League for Nursing (NLN) and the Institute of Medicine (IOM) profess that nursing education has not kept pace with evolving practice requirements and innovative technologies. Nurse educators have been charged to reexamine, update, and transform nursing curricula to include emerging technologies to better prepare students for future practice. The purpose of this study was to explore the perceptions and experiences of associate degree nursing faculty and students utilizing Quick Response (QR) code as a teaching and learning strategy. There was an identified gap in the knowledge of utilizing and evaluating QR codes in nursing education and a paucity of nursing literature reporting perceptions, benefits, and use of QR codes in the classroom. A qualitative research design with descriptive data was used to explore students’ and faculty members’ perceptions and experiences utilizing QR codes in the learning environment. Fourteen themes emerged that explored faculty members’ perceptions of QR codes. Themes such as quick access to information, versatile learning strategy, positive learning strategy, enjoyable, high support for technology, and generational student appeal converged with descriptive findings. Descriptive statistics explored students’ and faculty members’ perceived benefits, perceived ease of use, attitude, capabilities, and intentions to use QR code technology. Students and faculty overwhelmingly agreed that QR codes are beneficial to the learning process, as 74% of students and 100% of faculty reported that QR codes enhance the quality of learning. Additionally, participants revealed that QR codes allow for instant connectivity as 96.3% of students and 100% of faculty agreed that QR codes enable quick access to information.
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10831061; ProQuest document ID: 2115849696. The author still retains copyright.
Repository Posting Date
2021-09-29T12:32:30Z
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This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type Information
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Category Information
Evidence Level | Descriptive/Correlational |
Research Approach | Qualitative Research |
Keywords | QR Codes; Nursing Students; Nursing Education; Mobile Learning; Nursing Faculty; Teaching Strategies |
Degree Information
Grantor | William Carey University |
Advisor | Sicard, Karen; Haney, Jude; Luckett, Tomekia; Roberts, Jalynn |
Level | PhD |
Year | 2018 |
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