IRB Number
EDD-0614-518
Date of Award
Spring 3-22-2023
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
First Advisor
Jamie Jones
Second Advisor
Janice Dunlap
Third Advisor
Sunddip Aguilar
Abstract
Nursing educators are in charge of designing a nursing curriculum that utilizes a variety of instructional techniques to accommodate the diverse learning needs of nursing students. The problem is when newly enrolled students begin an associate degree nursing program at a community college in the Texas Gulf Coast region, students may find it difficult to implement effective study habits, which negatively affects test-taking skills. Many students are unaware of how difficult nursing programs can be. Nursing program faculty must take a practical approach and implement strategies to help nursing students thrive academically. In order to prevent this phenomenon and relieve some of the stressors of nursing school, the purpose of the study was to use a flipped-classroom approach that includes Case-Based Learning activities in an effort to improve first-semester nursing students’ scores on unit exams and an end of the semester standardized exam Assessment Technologies Institute (ATI). A quantitative correlational study design based on 72 first-semester nursing students unit examinations and ATI test scores was analyzed. IBM SPSS Statistics software was used to analyze the data. The theoretical framework was derived from Vygotsky’s constructivist theory. This research study investigated first-semester nursing students’ unit exams and ATI scores after providing them with CBL activities during class to promote improvement in scores. The outcome of this study was supported by the results of the nursing students’ unit exams and ATI scores. The data obtained in this study disclosed that there was no statistical significance between case-based learning (CBL) and increased success on unit exams and ATI exam scores among first-semester nursing students. The results from this study will guide nursing educators as they strive to maintain their current nursing students through the first semester and assist them in persisting through the nursing program.
Recommended Citation
Wiltz, J. (2023). The Effects of Using Case-Based Learning in a Flipped Classroom on First-Semester Nursing Students' Exam Scores. [Doctoral project, University of St Augustine for Health Sciences]. SOAR @ USA: Student Dissertations Collection. https://doi.org/10.46409/sr.WKSW6744
