COMPUTER-ASSISTED INSTRUCTION IN NURSING: ASSOCIATIONS AMONG BACKGROUND, ACHIEVEMENT, ATTITUDES AND INSTRUCTIONAL TIME (PSYCHOPHARMACOLOGY).

Description

This descriptive study explored the differences between successful and nonsuccessful learners in background characteristics, attitudes and time factors of learning for students who utilized CAI to learn psychopharmacological nursing. Data for this study was obtained from a researcher developed questionnaire and information collected on the PLATO System. The population for this study was composed of junior nursing students from the University of Delaware enrolled in N332, Pharmacological Nursing. Participation in the study was voluntary, however, participation in computer instructed, psychopharmacological lessons was a course requirement. A computer representative to the College of Nursing set up the PLATO lessons and coordinated the collection of relevant data on the PLATO System. Data analysis consists of frequency tables, chi square probabilities and a Pearson R correlation matrix. Results suggested that there were minimal differences in background characteristics, attitudes and time factors of learning between the most successful and the less successful learner in this group of nursing students. However, significant findings related to the chi square analysis of data measured by the questionnaire suggested that certain attitudinal factors and philosophical beliefs need to be given serious attention when planning individualized, instructional computer programs. The six significant findings identified in this study were directly related to the philosophical index (OTC scale) and the positive and negative attitudes associated with the individualized instructional options offered by these PLATO lessons. Results suggested that there was a tendency for the most successful learners to value academic and personal ideal philosophies and to be less threatened by making mistakes made on the computer. The less successful learner was portrayed as putting more value on vocational philosophies and preferring repetition as a valuable instructional component of these PLATO lessons. This study presents cursory evidence that knowledge associated with students' philosophical values and attitudes towards the individualized instructional techniques of the computer would aid nursing educators as they plan and design lessons for computer-assisted instruction. If the capacity of the computer to individualize instruction is to be utilized to its fullest potential to enhance learning, then educators must begin to look more closely at these personal characteristics of students as they design instructional programs.

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