Event Title

Peer Based Interactive Problem Solving Sessions Improve Anatomy and Physiology Learning Outcomes in Nursing Students

Speaker's Credentials

Leah Lyons, Ph.D.

Debra McNally, MS

Location

Atrium

Format

Poster

Start Date

21-1-2017 11:45 AM

End Date

21-1-2017 12:15 PM

Abstract

Introduction : A deep conceptual understanding of the principles of Anatomy and Physiology is essential to nurses in today’s health care field. The challenges associated with conveying this information and its retention to nursing students are multifaceted. Traditional didactic methods have been shown to be less effective than more active learning processes. Purpose: we examined whether the use of peer assisted small group, case based, problem solving sessions would improve anatomy and physiology learning outcomes in nursing students, as compared to traditional didactic teaching methods alone . Methodology: Students either attended lecture only , or attended lecture and participated in small group problem solving sessions . Students participating in sessions were provided case studies pertaining to some of the traditionally difficult concepts in various anatomical and physiological principles. Students were given an hour to work through the problem sets and received guided assistance from peers comprised of senior nursing students . Results : Students attending these sessions found them to be valuable to their learning and exhibited significant improvements on exams. Specifically , students attending showed a 14% increase in performance on general knowledge exam questions, 50 percent increase on questions requiring comprehension of concepts , and 23 % increase in performance on questions requiring application of course concepts , as compared to non-attendees. Conclusions: students participating in active learning activities had improved learning outcomes as compared to non-attendees, suggesting benefits to peer based problem solving sessions .

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Jan 21st, 11:45 AM Jan 21st, 12:15 PM

Peer Based Interactive Problem Solving Sessions Improve Anatomy and Physiology Learning Outcomes in Nursing Students

Atrium

Introduction : A deep conceptual understanding of the principles of Anatomy and Physiology is essential to nurses in today’s health care field. The challenges associated with conveying this information and its retention to nursing students are multifaceted. Traditional didactic methods have been shown to be less effective than more active learning processes. Purpose: we examined whether the use of peer assisted small group, case based, problem solving sessions would improve anatomy and physiology learning outcomes in nursing students, as compared to traditional didactic teaching methods alone . Methodology: Students either attended lecture only , or attended lecture and participated in small group problem solving sessions . Students participating in sessions were provided case studies pertaining to some of the traditionally difficult concepts in various anatomical and physiological principles. Students were given an hour to work through the problem sets and received guided assistance from peers comprised of senior nursing students . Results : Students attending these sessions found them to be valuable to their learning and exhibited significant improvements on exams. Specifically , students attending showed a 14% increase in performance on general knowledge exam questions, 50 percent increase on questions requiring comprehension of concepts , and 23 % increase in performance on questions requiring application of course concepts , as compared to non-attendees. Conclusions: students participating in active learning activities had improved learning outcomes as compared to non-attendees, suggesting benefits to peer based problem solving sessions .