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Nurses' Perception of Instructional Design Elements of Microlearning for Professional Development Training.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Nurses' Perception of Instructional Design Elements of Microlearning for Professional Development Training./
作者:	Parkman-Colbert, Kimble Teresa.
面頁冊數:	1 online resource (232 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
標題:	Health education. -
電子資源:	click for full text (PQDT)
ISBN:	9798380831949

Nurses' Perception of Instructional Design Elements of Microlearning for Professional Development Training.
Parkman-Colbert, Kimble Teresa.

Nurses' Perception of Instructional Design Elements of Microlearning for Professional Development Training. - 1 online resource (232 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ed.D.)--Walden University, 2023.

Includes bibliographical references

Microlearning is a relatively new educational technology that allows students to learn through short, direct segments using various modalities. The nursing profession has used microlearning to provide continuing medical education (CME). The problem addressed through this study was that instructional designers who create microlearning for medical professional development training have yet to readily access nurses' feedback and preferences for learning in this modality to may improve the training they develop for nurses. The purpose of this basic qualitative study was to explore nurses' perceptions of the microlearning they participated in for professional development training. The technology acceptance model was the conceptual framework used to answer the research questions of benefits, challenges and suggestions related to microlearning. Twelve U.S. nurses who had participated in microlearning-based CME were purposefully selected. Thematic analysis was used to analyze the transcripts from the semistructured interviews. Results showed that nurses perceived microlearning to be concise and fit their learning styles and be flexible for their busy schedules. Challenges included a lack of interactivity or hands-on elements, limitations related to technology, and suboptimal quality. Nurses believed microlearning could be improved by better appealing to their learning styles and updating content. The insights gained from this study have the potential to influence positive changes at individual and organizational levels, ultimately leading to improved instructional designers' use of educational technology for improving microlearning that might better support nursing practice and patient outcomes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380831949Subjects--Topical Terms:

585977
Health education.
Subjects--Index Terms:

MicrolearningIndex Terms--Genre/Form:

554714
Electronic books.

Nurses' Perception of Instructional Design Elements of Microlearning for Professional Development Training.
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