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EXPLORING STUDENTS’ EXPERIENCES OF CONCEPT-BASED LEARNING IN AN ASYNCHRONOUS ONLINE PHARMACOLOGY COURSE: AN INTERPRETIVE STUDY

Kotsch, Janeen S.
http://orcid.org/0000-0002-2361-975X
http://rave.ohiolink.edu/etdc/view?acc_num=kent161787487052164

Abstract Details

2021, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
The intent of this interpretive study was to explore students’ experiences of using a concept-based approach to learning, understanding, and applying pharmacology concepts in an asynchronous online pharmacology course and how students demonstrate meaningful learning of pharmacology using unfolding case studies in an online classroom. Varied teaching approaches, difficulty with drug nomenclature, and the sheer number of medications on the market make it difficult to prepare students for safe medication administration. Using a concept-based approach to teaching pharmacology may help to manage the amount of content students receive and improve clinical judgment and clinical reasoning skills that can be applied in the clinical setting. The main sources of data for this study were participant concept-maps, unfolding case studies, and reflective journals. Meaningful learning was determined by participant’s ability to apply pharmacology concepts in a real-world context. This study found that some participants had gaps in knowledge with regards to pathophysiology. Concept-mapping and case study assignments made these knowledge gaps apparent and created teaching moments. Concept-based structure in the asynchronous online classroom helped participants to think in a logical manner and improved clinical reasoning and clinical judgment.
Alicia Crowe, Dr. (Committee Chair)
Jennifer Walton-Fisette, Dr. (Committee Co-Chair)
Albert Ingram, Dr. (Committee Member)
Andrew Wiley, Dr. (Other)
213 p.
Curriculum Development; Education; Nursing
Concept-Based, Meaningful Learning, Deep Learning, Concept-Map, Unfolding Case Study, Critical Thinking, Nursing, Clinical Judgment, Clinical Reasoning, Clinical Application, Transition to Clinical Practice, Competency, Knowledge

Recommended Citations

Citations

  • Kotsch, J. S. (2021). EXPLORING STUDENTS’ EXPERIENCES OF CONCEPT-BASED LEARNING IN AN ASYNCHRONOUS ONLINE PHARMACOLOGY COURSE: AN INTERPRETIVE STUDY [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent161787487052164

    APA Style (7th edition)

  • Kotsch, Janeen. EXPLORING STUDENTS’ EXPERIENCES OF CONCEPT-BASED LEARNING IN AN ASYNCHRONOUS ONLINE PHARMACOLOGY COURSE: AN INTERPRETIVE STUDY . 2021. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent161787487052164.

    MLA Style (8th edition)

  • Kotsch, Janeen. "EXPLORING STUDENTS’ EXPERIENCES OF CONCEPT-BASED LEARNING IN AN ASYNCHRONOUS ONLINE PHARMACOLOGY COURSE: AN INTERPRETIVE STUDY ." Doctoral dissertation, Kent State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent161787487052164

    Chicago Manual of Style (17th edition)

kent161787487052164
879
© 2021, some rights reserved.Creative Commons License EXPLORING STUDENTS’ EXPERIENCES OF CONCEPT-BASED LEARNING IN AN ASYNCHRONOUS ONLINE PHARMACOLOGY COURSE: AN INTERPRETIVE STUDY by Janeen S. Kotsch is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Kent State University and OhioLINK.