Abstract
The purpose of this capstone project was to determine if the integration of ATI’s Nurse Logic 2.0 impacted the ATI Fundamentals 2013 proctored exam student learning outcomes of associate degree in nursing (ADN) students taking a Fundamentals course at a community college in Ohio. Mayer’s Cognitive Theory of Multimedia Learning (CTML) was used as a guiding principle to ensure proper implementation of the ATI Nurse Logic 2.0 multimedia eLearning modules. The results of this capstone project indicated that the integration of ATI’s Nurse Logic 2.0 did not impact the ATI Fundamentals 2013 proctored exam scores and the null hypothesis was accepted. The results of this study were likely impacted by the limitations of the study including the varying medical backgrounds of the Fundamentals students and the distractors student’s experiences when completing the ATI Nurse Logic 2.0 modules outside of class time. Also, there was an uneven distribution of students before and after the implementation of the ATI Nurse Logic 2.0 modules during the retrospective data collection period due to inclusion and exclusion criteria and because enrollment at the college declined. Implications of this capstone project support that the integration of a multimedia eLearning module does not impact student knowledge and retention.
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