Abstract
The purpose of this basic qualitative study was to explore associate degree nurse faculty perceptions and experiences with the use of interactive learning in their classroom. Interactive learning is an approach to teaching and learning that promotes student learning with an active process. The implementation and continued use of interactive learning can be difficult for nurse educators who may be influenced by their previous perceptions and experience with use. There is a plethora of knowledge on the benefits of interactive learning with students, yet there is a gap in literature specific to nursing faculty experiences in the nursing classroom..
Sigma Membership
Phi Nu
Lead Author Affiliation
Daytona State College, Daytona Beach, Florida, USA
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
Qualitative Research
Keywords:
Nursing Education, Nursing Faculty, Learning Styles
Advisor
JoBeth Pilcher
Second Advisor
Joyce Miketic
Third Advisor
Julia Bronner
Degree
PhD
Degree Grantor
Capella University
Degree Year
2022
Recommended Citation
Csonka, Katheryn M., "Nursing faculty experiences with interactive learning in the associate degree nursing classroom" (2023). Dissertations. 658.
https://www.sigmarepository.org/dissertations/658
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
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
2023-01-25
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28966561; ProQuest document ID: 2637398418. The author still retains copyright.