Nursing faculty experiences with interactive learning in the associate degree nursing classroom
Dr. Katheryn M. Csonka is an Associate Professor at Daytona State College in Daytona Beach, Florida and an Adjunct Professor at Purdue University Global. She has associate and masters degrees in nursing and a PhD in nursing education.
- Sigma Affiliation
- Phi Nu
Visits vs Downloads
Visitors - World Map
Top Visiting Countries
Top Visiting Cities
Visits (last 6 months)
Downloads (last 6 months)
Popular Works for Csonka, Katheryn M. by View
Popular Works for Csonka, Katheryn M. by Download
The purpose of this basic qualitative study was to explore associate degree nurse faculty perceptions and experiences with the use of interactive learning in their classroom. Interactive learning is an approach to teaching and learning that promotes student learning with an active process. The implementation and continued use of interactive learning can be difficult for nurse educators who may be influenced by their previous perceptions and experience with use. There is a plethora of knowledge on the benefits of interactive learning with students, yet there is a gap in literature specific to nursing faculty experiences in the nursing classroom. The sample consisted of 14 nursing faculty members who taught lecture in associate degree programs nationwide. Data were collected through semi-structured, face-to-face virtual interviews to explore faculty experiences with interactive teaching techniques. Data analysis revealed three reoccurring themes. The first theme was varied strategies of interactive learning that included case study, gamification, and small group work. The second theme was confidence and competence in the faculty, influenced by perceptions and student feedback. The final theme identified was challenges, which included time and resources, administrative support, and peer support. The knowledge gained from the findings can encourage increased support and training for faculty and encourage resistant educators to consider an interactive approach to teaching and learning. Recommendations include further research exploring faculty experiences using a quantitative or mixed-methods approach, as well as a consideration of faculty teaching in online or baccalaureate programs.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28966561; ProQuest document ID: 2637398418. The author still retains copyright.
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.
|Review Type||None: Degree-based Submission|
|Research Approach||Qualitative Research|
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Showing items related by title, author, creator and subjects.
The lived experience of associate degree nursing education: Conditions and barriers in the learning environment that shaped students' learning, identity development, and success Del Prato, Darlene M.This qualitative study examined how 13 students, from 3 ADN programs, experienced nursing education. Students' constructed the formal curriculum in three central ways: knowledge acquisition as privileged, disconnect between ...
Teacher-learner connection: Nursing students' perceptions of contributory educational interactions in associate degree practice experiences Worthey, Terri P. (2016-03-17)Session presented on Friday, July 24, 2015: Purpose: The purpose of this interpretive phenomenological study was to enhance understanding of associate of science in nursing (ASN) students' perceptions of the teacher-learner ...
The effect of classroom and clinical learning approaches on academic achievement in associate degree nursing students Carrick, Jo AnneWhile many students compete aggressively to enter into nursing schools, those who succeed have no guarantee they will be successful in their nursing studies, graduating, and passing the National Council Licensing Exam for ...
Graham, Carleen J.In light of the repeated calls for the baccalaureate degree as the required level of entry into practice, associate degree nursing programs are in a precarious position whereby these programs and associated faculty face ...
Faculty tools and techniques used to assess associate degree nursing student learning while using handheld digital devices Yarnall, Miriam A.Many nursing programs utilize digital eBooks as well as nursing applications that contain specialized nursing tools. A gap in the literature review demonstrated the need for research into the best practice for assessing ...