Professional Documents
Culture Documents
understanding of the content. The narrated PowerPoint allowed the learners to receive
organizational specific information about the No Pass Zone both visually and audibly.
According to the University of Central Florida (2015), PowerPoint presentations can increase
learners focus, increase interactivity, and improve visual impact. Various technologies were
used throughout this online module to enhance the learning experience of students with varied
learning styles.
Summary of Learning Experience
This on-line module was designed to serve as a make-up session for staff on the
cardiology unit that were unable to attend the live skills lab. In efforts to achieve the same
learning goals accomplished in the simulation, multiple activities were chosen to facilitate the
learning. To compensate for the lecture given, the narrated PowerPoint was able to deliver the
same content covered. Although the participants were not paired up in groups to perform the No
Pass Zone, they were provided with a YouTube clip demonstrating the skill. Finally, the online
discussion conducted on Adobe Connect allowed the learners to discuss the initiative and
identify any questions they may have regarding the content of the module.
In reviewing the peer feedback provided based on Chickerings (1987) Seven Principles
for Good Practice in Undergraduate Education, additional details were added to emphasize time
on each task. An estimated time frame to complete each activity, such as the PowerPoint and
YouTube clip was added to the module to assist the student in managing their time. In addition,
more communication regarding expectations of the discussion replies were more clearly defined
for the student. Lastly, support was offered to the associates to encourage contact between the
educator and the learner.
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References
Billings, M. D., & Halstead, J. A. (2012). Teaching in nursing (4th ed.). Saint Louis, MO:
Elsevier-Saunders.
Burke, S., Snyder, S., & Rager, R. (2009). An assessment of faculty usage of YouTube as a
teaching resource. The Internet Journal of Allied Health Sciences and Practice, 7(1),1-8.
Retrieved from
http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1227&context=ijahsp
Buzzetto-More, N. (2014). An examination of undergraduate student's perceptions and
predilections of the use of YouTube in the teaching and learning process.
Interdisciplinary Journal of E-Learning and Learning Objects, 10(1), 17-32.
Cardoso, A., Moreli, L., Braga, F., Vasques, C., Santos, C., & Caralho, E. (2012). Effect of a
video on developing skills in undergraduate nursing students for the management of total
implantable central venous access ports. Nursing Education Today, 32(6), 709-713.
Chickering, A., & Gamson, Z. (1987, Fall). Seven principles for good practice in undergraduate
education. Washington Center News. Available from
http://www.lonestar.edu/multimedia/SevenPrinciples.pdf
Clifton, A., & Mann, C. (2011). Can YouTube enhance student nurse learning? Nurse Education
Today, 31(4), 311-313.
Hrastinski, S. (2008). Asynchronous & synchronous e-learning. Educause Quarterly, 31(4), 5155.
May, O., Wedgeworth, M., & Bigham, A. (2013). Technology in nursing education: YouTube as
a teaching strategy. Journal of Pediatric Nursing, 28(4), 408-410.