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The Effects of Classroom Style and Age on Student Nurse Educational Outcomes.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effects of Classroom Style and Age on Student Nurse Educational Outcomes./
Author:	Arbogast, Susan Debra.
Description:	1 online resource (238 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355759044

The Effects of Classroom Style and Age on Student Nurse Educational Outcomes.
Arbogast, Susan Debra.

The Effects of Classroom Style and Age on Student Nurse Educational Outcomes. - 1 online resource (238 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ph.D.)--Grand Canyon University, 2018.

Includes bibliographical references

Nursing educators are tasked with transforming nursing education to help nursing students develop high level cognitive skills. The purpose of this quantitative, causal-comparative study was to determine if, and to what extent, there were any differences in NCLEX-RNRTM results (pass, fail) for student's age (≤ 24, > 24) or class delivery type (flipped, traditional), or main effects/interaction effect between student's age (≤ 24, > 24), and the class delivery format used on second semester HESIRTM RTM SE scores for two classes of ADN students in a major southwestern metropolitan area. Andragogy served as the theoretical basis for this study. The first two research questions asked is there a difference in results on the National Council Licensure Exam for Registered Nurses (NCLEX-RN RTM) results based on classroom type (RQ 1) or student age (RQ 2). Fisher's exact test showed no differences between classroom type and NCLEX-RNRTM results: z = --.23, SEM = .02, p = 1.00 or age and NCLEX-RNRTM results: z = .46, SEM = .05, p = .45. Research question three examined if there was an interaction or main effect of classroom type and age on the Health Education Systems Incorporated Specialty Exam (HESI RTM SE). A two-way ANOVA showed a significant interaction effect, F(1, 115) = 5.15, p = .025, partial eta 2 = .04, between classroom type, age, and HESI RTM SE results. Results from the current study suggest that the flipped classroom offers an effective alternative to the traditional classroom in nursing education. This researcher recommends further investigation into the use of the flipped classroom in nursing education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355759044Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

The Effects of Classroom Style and Age on Student Nurse Educational Outcomes.
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520 $a Nursing educators are tasked with transforming nursing education to help nursing students develop high level cognitive skills. The purpose of this quantitative, causal-comparative study was to determine if, and to what extent, there were any differences in NCLEX-RNRTM results (pass, fail) for student's age (≤ 24, > 24) or class delivery type (flipped, traditional), or main effects/interaction effect between student's age (≤ 24, > 24), and the class delivery format used on second semester HESIRTM RTM SE scores for two classes of ADN students in a major southwestern metropolitan area. Andragogy served as the theoretical basis for this study. The first two research questions asked is there a difference in results on the National Council Licensure Exam for Registered Nurses (NCLEX-RN RTM) results based on classroom type (RQ 1) or student age (RQ 2). Fisher's exact test showed no differences between classroom type and NCLEX-RNRTM results: z = --.23, SEM = .02, p = 1.00 or age and NCLEX-RNRTM results: z = .46, SEM = .05, p = .45. Research question three examined if there was an interaction or main effect of classroom type and age on the Health Education Systems Incorporated Specialty Exam (HESI RTM SE). A two-way ANOVA showed a significant interaction effect, F(1, 115) = 5.15, p = .025, partial eta 2 = .04, between classroom type, age, and HESI RTM SE results. Results from the current study suggest that the flipped classroom offers an effective alternative to the traditional classroom in nursing education. This researcher recommends further investigation into the use of the flipped classroom in nursing education.
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