Author(s): Jessica H. Ochs
Year of publication: 2017
Keywords: Online learning, Higher education, Innovative pedagogy, Transcultural nursing, Cultural competence, Confidence levels, Learning modalities, Quality improvement
Methodology/Sample: Survey/20 students
Reference: Ochs, J. H. (2017). Online or in-class: Evaluating an alternative online pedagogy for teaching transcultural nursing. Journal of Nursing Education, 56(6), 368-372. https://doi.org/10.3928/01484834-20170518-10
Abstract
Background: Online learning formats are prevalent in current higher education. Given the changing student demographics and the drive for creativity in educating a technology-savvy student, it is imperative to incorporate innovative and alternative learning modalities to engage these students.
Method:This pilot study was designed as a quality improvement program evaluation comparing the effects of an online learning module with traditional classroom delivery of transcultural nursing content using a posttest two-group survey design in associate degree nursing students. The students’ perceived knowledge and confidence were investigated after receiving the lecture for both the online and in-class groups.
Results: Data analysis revealed the online cohort perceived themselves as more knowledgeable concerning the ways that cultural factors influence nursing care, but not more confident in providing culturally competent care.
Conclusion: Due to the students’ perceived knowledge gain, this pilot study supports the use of online learning modules as being more effective than the traditional classroom delivery of transcultural nursing content
> Summary
- The study evaluates an online learning module versus traditional classroom delivery for transcultural nursing content in associate degree nursing students.
- Results indicate online students felt more knowledgeable but not more confident in providing culturally competent care.
- The findings suggest a need for further evaluation of online modules’ effectiveness for nursing students.
- The research highlights the importance of flexible learning formats to accommodate diverse student needs.
> Problem statement
- The study investigates the effectiveness of online learning modules compared to traditional classroom delivery in nursing education.
- It highlights the challenge of students’ perceived confidence versus their actual knowledge in culturally competent care.
- The research addresses the limitations of online learning, particularly regarding student satisfaction and engagement.
- Ethical considerations include the obligation of students to attend lectures without formal assessment impacting their participation.
> Methods used
- A posttest two-group survey design evaluated online pedagogy versus traditional classroom delivery in an ADN program.
- The online cohort participated in a 4-hour module with asynchronous assignments, while the control group attended classroom lectures.
- The TSET instrument measured perceived knowledge and confidence, with a high reliability score.
- Data collection involved online surveys for the online group and immediate surveys for the traditional group after class activities.
- The study aimed to assess the effectiveness of online learning modules compared to traditional methods in nursing education.
> Practical implications
- The study supports integrating online modules within core nursing courses to enhance active learning and flexibility in scheduling.
- Online learning formats can increase access to nursing education, addressing changing student demographics.
- The findings suggest that online learning may improve perceived knowledge regarding cultural factors in nursing care.
- The research indicates that online modules should complement, not replace, traditional classroom experiences.
- This pilot study highlights the need for further evaluation of online learning outcomes in nursing education.
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