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Instructional design thought process...

Virginia Polytechnic Institute and State University.

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Instructional design thought processes of expert nurse educators .

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Instructional design thought processes of expert nurse educators ./
Author:	Gross, Monty D.
Description:	147 p.
Notes:	Adviser: Katherine Cennamo.
Contained By:	Dissertation Abstracts International68-08A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3278698
ISBN:	9780549187752

Instructional design thought processes of expert nurse educators .
Gross, Monty D.

Instructional design thought processes of expert nurse educators . - 147 p.

Adviser: Katherine Cennamo.

Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 2006.

This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching, and all were recognized for their teaching excellence. They also had master's or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research. Qualitative data sources included interviews, think-aloud protocols, and artifacts. Interviews and think-aloud protocols were audio-taped, transcribed, and member-checked. Artifacts, such as course packets and participant-authored books or interactive CDs, were collected. Data was coded and triangulated. Event-state diagrams and narratives were developed and member-checked. A between-subjects approach also was used to analyze data to develop a composite diagram and narrative that describes how expert nurse educators design instruction. Results indicate that the participants generally followed the steps of analysis, design, develop, implement, and evaluate (ADDIE), as they design instruction. Little was mentioned about actually developing material. However, six key elements were common among the participants. Enthusiasm, meaningful, prior knowledge, engaged, faculty-student relationships, and faculty preparation were common themes that the faculty found important in their process of designing instruction. This study provides information to build a knowledge base on instructional design in nursing education. It may also foster discussion to improve the effectiveness of how nurse educators design instruction.

ISBN: 9780549187752Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Instructional design thought processes of expert nurse educators .
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020 $a 9780549187752
035 $a (UMI)AAI3278698
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040 $a UMI $c UMI
100 1 $a Gross, Monty D. $3 1026051
245 1 0 $a Instructional design thought processes of expert nurse educators .
300 $a 147 p.
500 $a Adviser: Katherine Cennamo.
500 $a Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3263.
502 $a Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 2006.
520 $a This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching, and all were recognized for their teaching excellence. They also had master's or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research. Qualitative data sources included interviews, think-aloud protocols, and artifacts. Interviews and think-aloud protocols were audio-taped, transcribed, and member-checked. Artifacts, such as course packets and participant-authored books or interactive CDs, were collected. Data was coded and triangulated. Event-state diagrams and narratives were developed and member-checked. A between-subjects approach also was used to analyze data to develop a composite diagram and narrative that describes how expert nurse educators design instruction. Results indicate that the participants generally followed the steps of analysis, design, develop, implement, and evaluate (ADDIE), as they design instruction. Little was mentioned about actually developing material. However, six key elements were common among the participants. Enthusiasm, meaningful, prior knowledge, engaged, faculty-student relationships, and faculty preparation were common themes that the faculty found important in their process of designing instruction. This study provides information to build a knowledge base on instructional design in nursing education. It may also foster discussion to improve the effectiveness of how nurse educators design instruction.
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650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Health Sciences, Nursing. $3 1017798
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710 2 $a Virginia Polytechnic Institute and State University. $3 1017496
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791 $a Ph.D.
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