Nursing faculty experiences with interactive learning in the associate degree nursing classroom
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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.
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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.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | N/A |
Research Approach | Qualitative Research |
Keywords | Nursing Education; Nursing Faculty; Learning Styles |
Grantor | Capella University |
Advisor | Pilcher, JoBeth; Miketic, Joyce; Bronner, Julia |
Level | PhD |
Year | 2022 |
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