Abstract
Little is known about learning transfer in senior baccalaureate nursing students, therefore, the primary purpose of this research was to describe senior nursing students' learning transfer evidence for basic disaster and medical-surgical nursing concepts during a tabletop exercise, an academic strategy used in disaster preparedness education. A second purpose was to document participants' attitudes regarding the tabletop exercise. The organizing framework for this descriptive quantitative research was Perkins and Salomon's Learning Transfer. Learning transfer is content, context, and time bound from the original learning circumstance.
The research questions were 1. What is the relationship between Disaster Knowledge and Tabletop-Matrix scores among senior baccalaureate pre-licensure nursing students and 2. What is the relationship between Tabletop Attitude Questionnaire and Tabletop Matrix scores among senior baccalaureate pre-licensure nursing students?
Sigma Membership
Eta Beta
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Active Learning, Disaster Nursing Education, Formative Assessment, Nursing Education
Advisor
Mary Baumberger-Henry
Second Advisor
Rose Rossi Schwartz
Third Advisor
Tener G. Veenema
Degree
PhD
Degree Grantor
Widener University
Degree Year
2016
Recommended Citation
Evans, Cathleen A., "Learning transfer evidence in baccalaureate senior nursing students using a disaster emergency preparedness tabletop exercise" (2022). Dissertations. 420.
https://www.sigmarepository.org/dissertations/420
Rights Holder
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All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-06-08
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10111461; ProQuest document ID: 1798462390. The author still retains copyright.