Abstract
Complexity in nursing education has increased as it is challenged to meet the needs of diverse populations in rapidly evolving and highly technical health care settings. To accomplish or meet these societal wants, needs, and demands, nursing educators must prepare students successfully to become active, independent learners and problem solvers. The purpose of this study was to design a nursing course on the basis of scenario discussion, Web-based instruction (WBI), and the assessment of learning outcomes. The design of the study involved two stages. The first, beginning in 2001, developed the scenario discussion with the WBI system. The second evaluated learning outcomes within the context of a scenario discussion. Two instruments were examined in this study: a nursing assessment score and learning effectiveness survey. The target population in this study consisted of students enrolled in a two-year nursing program and registered for the course, Nursing I, during the fall semester of 2002. Using simple random sampling, 43 students were recruited and agreed to participate in the study. Most of the students chose "good" for learning effectiveness. Overall, the students gave higher learning effectiveness survey scores and nursing assessment scores. Due to their lack of previous exposure to scenario discussion, the students here felt frustration and anxiety while taking this course. Faculty should devote more time explaining the advantages of scenario discussion. In addition, in comparison with traditional teaching, Web-based instruction (WBI) imposes a heavier burden on the instructors and institutions involved. Nurse educators must continue to use innovative strategies to enhance student learning. Students registered both positive and negative feedback in open-ended questions on Web- based instruction. However in the future, special attention should be given to the learning software, Internet access speed, synchronous and asynchronous meetings, and the interaction interface.
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