A Comparison of Teacher Presence, Social Presence, Cognitive Presence, and Propensity of Lifelong Learning in DNPStudents: A Quasi-Experiemental Study
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The need for higher education for nurse practitioners is required to enable them to meet the healthcare needs of the American population. Barriers for this endeavor include lack of time and money. One solution to this barrier is online education, as it is a cost effective option where the student can choose the time and location that works for them. The purpose of this quantitative quasi-experimental study was to determine if online teaching strategies affect a difference in (a) teacher presence, (b) social presence, (c) cognitive presence, and (d) propensity for life-long learning, when compared to a live face-to-face encounter for the courses of (a) advanced health assessment skills, (b) advanced pathophysiology, across the lifespans, and (c) pharmacology for the advanced nurse practitioner. The setting was variable, for those taking the live mixed method courses they could be physically at the University of Study. For online students, the location was of their choosing. The population was doctorate of nursing students taking one, or all, of the previously identified courses. The evidence based practice intervention was a test-retest format for the Community of Inquiry Survey that evaluates teacher, social and cognitive presences, and the Jefferson Scale of Lifelong Learning for Medical Students. Surveys were given at both the beginning and end of the semester, and both the independent, and paired t-tests were used, revealing a difference in social presence, which proved to be greater for the online group.
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