Development and psychometric properties of student perceptions of an online course (SPOC) in an RN-to-BSN program

2020 ◽  
Vol 85 ◽  
pp. 104303
Author(s):  
Joohyun Chung ◽  
Hsiu-Chin Chen
Keyword(s):  
Psychometric Properties ◽  
Student Perceptions ◽  
Online Course ◽  
Rn To Bsn ◽  
Rn To Bsn Program

scholarly journals Student Expectations of an RN-to-BSN Program: A Qualitative Analysis of Student and Faculty Perspectives

2019 ◽  
Vol 5 ◽  
pp. 237796081989725
Author(s):  
Mary Linton ◽  
Beverly W. Dabney ◽  
Linda Knecht ◽  
Jamie Koonmen
Keyword(s):  
Nursing Education ◽  
Student Perceptions ◽  
Workforce Development ◽  
Gap Analysis ◽  
The United States ◽  
Structured Interviews ◽  
Student Expectations ◽  
Bachelor Of Science ◽  
Rn To Bsn ◽  
Rn To Bsn Program

The expansion of RN-to-BSN (registered nurse to Bachelor of Science in Nursing) education is addressing the need for nursing workforce development. However, little is known about what RNs expect from their RN-to-BSN education experience. Lack of understanding of student expectations could lead to student-perceived gaps in service quality. The aim of this study was to explore students’ expectations of the RN-to-BSN program compared with the faculty’s perceptions of what students expect. A descriptive qualitative research study using structured interviews was conducted at a school of nursing in the Midwest region of the United States. Student and faculty reports revealed the common themes of workload, flexibility, coursework, and support. Congruencies were noted in the areas of workload and coursework, and differences were identified in the areas of flexibility and support. Conducting a gap analysis can be a worthwhile endeavor for educators seeking to understand the needs of their student population. Acknowledging RN-to-BSN student expectations and addressing gaps between their expectations and reality early in the program could improve student perceptions of program quality.

Student Perceptions Related to Immediate Workplace Usefulness of RN-to-BSN Program Content

2020 ◽  
Vol 45 (5) ◽  
pp. 265-268
Author(s):  
Kathleen Sitzman ◽  
Tristin Carpenter ◽  
Kim Cherry
Keyword(s):  
Student Perceptions ◽  
Program Content ◽  
Rn To Bsn ◽  
Rn To Bsn Program

scholarly journals Development and Preliminary Validation of Social Media as an Educational and Professional Tool Student Perceptions Scale (SMEPT-SPS)

2021 ◽  
Vol 13 (4) ◽  
pp. 1814
Author(s):  
Samuel López-Carril ◽  
María Huertas González-Serrano ◽  
Ferran Calabuig-Moreno ◽  
Vicente Añó ◽  
Christos Anagnostopoulos
Keyword(s):  
Social Media ◽  
Psychometric Properties ◽  
Student Perceptions ◽  
Professional Learning ◽  
Sports Management ◽  
Validity And Reliability ◽  
Preliminary Validation ◽  
New Instrument ◽  
Management Students ◽  
Professional Tool

Although social media has an increasing presence both in university and sports settings, in the sports-management education context, no instruments (without being focused on one particular social-media platform, e.g., Facebook and Twitter) have been developed and validated that globally allow the academy to explore the perceptions of sports-management students concerning the educational and professional learning potential that these tools offer. Therefore, this research’s main objective is to develop and perform a preliminary validation of the social media as an educational and professional tool student perceptions scale (SMEPT-SPS). This study sample was composed of 90 Spanish undergraduate sports-management students (M = 22.56; SD = 3.55). A multigroup confirmatory factor analysis was performed to examine the psychometric properties of the SMEPT-SPS. The statistical analysis reflects the scale’s three-dimensional nature, explaining 67.87% of the variance and presents adequate psychometric properties (α = 0.87). Nevertheless, further validity and reliability analysis are required to confirm these initial findings with a larger and more representative sample. Considering the foregoing limitation, this research contributes to the literature by providing a new instrument, the SMEPT-SPS, that could help sports-management faculty expand the scope and understanding of social media’s educational and professional potential.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals A Core Course on Veterans' Health in an Online RN to BSN Program

2014 ◽  
Vol 19 (1) ◽  
Author(s):  
Elaine Keavney
Keyword(s):  
Core Curriculum ◽  
Opportunity To Learn ◽  
Public University ◽  
Nursing Programs ◽  
Veterans Health ◽  
University System ◽  
Healthcare Needs ◽  
Rn To Bsn ◽  
Rn To Bsn Program ◽  
Core Course

The Joining Forces Initiative challenges nursing programs throughout the country to develop curriculum that address the unique healthcare issues facing veterans. This article describes how the RN to BSN program at American Public University System responded to the Joining Forces Initiative by developing the core curriculum course, Caring for Today’s Veterans. In this course, students have the opportunity to learn about veterans’ healthcare issues through reading, discussion, interviews, and visits within their local communities. Comments from students indicate they have a greater understanding of veterans’ healthcare needs and how they, as baccalaureate-prepared nurses, can help to meet those needs.

Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course

2010 ◽  
pp. 440-454 ◽  
Author(s):  
C. Candace Chou
Keyword(s):  
Student Perceptions ◽  
Social Presence ◽  
Teaching And Learning ◽  
Personal Identification ◽  
Online Course ◽  
Pedagogical Practice ◽  
Learning Tools ◽  
Student Views ◽  
E Learning ◽  
Meaningful Interaction

This study explores student views of various E-Learning tools as teaching and learning media in an online course for pre-service and in-service teachers. This chapter also examines the pedagogical applications of E-Learning tools in an online course. The capabilities of a system that allows meaningful interaction, reflection, personal identification, and a sense of community play a key role in the degree of social presence. This study highlights some key findings regarding the efficacy of E-Learning tools from student perspectives and make recommendations for future pedagogical practice.

Mid-Semester Check-Ups in Online Accelerated RN-to-BSN Program

2019 ◽  
Vol 44 (4) ◽  
pp. 230-230
Author(s):  
Teresa M. Stephens
Keyword(s):  
Rn To Bsn ◽  
Rn To Bsn Program

Using Gagné's Events of Instruction to Analyze Online Course Quality

2011 ◽  
pp. 2231-2238 ◽  
Author(s):  
Marc R. Robinson
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Learning Community ◽  
Student Perceptions ◽  
Course Design ◽  
Online Courses ◽  
Online Course ◽  
Design Quality ◽  
Course Quality ◽  
Events Of Instruction

Student perceptions of online courses are likely influenced by two overarching aspects of quality: instructor quality and course design quality (Ortiz-Rodriguez, Telg, Irani, Roberts & Rhoades, 2005). Both of these forces in online education may be analyzed using a well-known model of instructional design - Gagnés instructional design and cognition theory, the centerpiece of which are the nine events of instruction (Gagné, Wager, Golas, & Keller, 2004). Multiple studies positively correlate learner attitudes and perceptions of the online course to instructor quality. Early studies evaluating instructor quality attempted to correlate instructor quality with the attitude and perception of the learner, but not directly to learner success or course design quality. Researchers of online courses, such as Palloff & Pratt (2003), discussed the role of the instructor in depth while neglecting the roles of the learner, the institution, and course design. The main focus remained instructor-centered, and highlighted key instructor tasks such as understanding the virtual learner in terms of roles the learner plays, fostering team roles for the learner, designing an effective course orientation, and identifying potential legal issues the instructor might face (Palloff & Pratt, 2002, p. 16). A distant secondary focus was on effective course design. This highlighted instructor tasks in building an effective online learning community without highlighting the roles effective communication tools would play.

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