Date of Award
2002
Document Type
Practicum
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Ellen Clymer
Keywords
assessment, computer-assisted instruction, computer technology, Contra Costa College, evaluation, evaluation methodology, formative committee, Health Science Division, instrument development, learning resource, literature review, nursing, nursing computer learning resource laboratory, nursing education, nursing faculty, nursing program, nursing students, persistence, questionnaire, resource evaluation, retention, stakeholder needs, student perceptions, student retention, student use, summative committee, technology integration
Abstract
In 1997 a Nursing Computer Learning Resource Laboratory (NCLRL) was established 2 for nursing students at Contra Costa College (CCC) by the nursing faculty to serve as a resource to help support the students in their studies. Prior to the establishment of the NCLRL the nursing program did not have computer equipment or nursing software available for student use. The lack of a NCLRL placed the nursing program at CCC behind other San Francisco Bay area and national nursing programs in using computer technology and computer-assisted instruction to enhance nursing student education and as an attraction for new and potential nursing students. Although the NCLRL is now considered a vital aspect of the nursing program by CCC nursing faculty, its value and usage as a learning resource for nursing students has never been evaluated.
The purpose of this evaluation study was to determine the extent of the effectiveness of the NCLRL in meeting the needs of CCC nursing students and faculty as a learning resource. There was one research question for this study, "Does the NCLRL serve the nursing students' needs as a learning resource?"
The evaluation problem-solving methodology was used to conduct the study. A literature review was conducted to develop criteria to be used for the construction of an instrument to evaluate the NCLRL. Formative and summative committees aided in this process by establishing and validating criteria and the instrument used in the study. A questionnaire was developed and administered to the 77 nursing students in the CCC nursing program. Out of the 77 nursing students in the program, 66 returned completed questionnaires.
When the questionnaire results were compared to the established criteria, the evidence supported the conclusion that the NCLRL is effective in meeting the needs of the nursing students as a learning resource. The assessment information demonstrated that the CCC nursing students' perceptions were positive about the NCLRL; criticisms were few and were related to the number of computers available for student use.
Three conclusions were drawn from the study results. First, CCC nursing students are using the NCLRL. Second, CCC nursing students are using the NCLRL as a learning adjunct. Third, CCC nursing students want access to more computers in the NCLRL.
As a result of this evaluation methodology practicum several recommendations were proposed. It was recommended that the CCC Health Science Division's Nursing Department continue to evaluate the NCLRL on a regular basis as the needs of the stakeholders are as dynamic as the changes in computer technology. It was also recommended that findings from the study be shared with CCC administrators, nursing faculty, and students. It was also recommended that a study be conducted to see if there is a correlation between student use of the NCLRL and persistence and retention rates in the nursing program. Finally, it was also recommended that additional computers be added to the NCLRL to satisfy student access needs.