202409 Effectiveness of participation in class discussion on classroom empowerment of undergraduate (BSN) and graduate (MSN) nursing students

Sunday, November 8, 2009

Bojana Beric, PhD, MD, CHES , The Marjorie K. Unterberg School of Nursing and Health Studies, Monmouth University, West Long Branch, NJ
Mary Ann Troiano, RN, MSN, F , The Marjorie K. Unterberg School of Nursing and Health Studies, Monmouth Univesrity, West Long Branch, NJ
Background: The objective of this study was to investigate a possible difference in the level of participation in class discussion (PCD) and perceived control (PC), as well as a comfort level in addressing health issues outside the classroom in nursing students enrolled in BSN and MSN programs in the same School. Nursing students may hesitate to freely discuss health topics/issues with their peers, patients, families and/or administrators. Discussion as a fairly new pedagogical method in college education is also an empowering method of teaching/learning. According to psychological empowerment theory in the classroom, perceived control at the individual level is positively correlated with participation in class discussion in undergraduate college students. Method: A cross-sectional, pre- and post-test survey study. The instrument Classroom Experiences: A Student Questionnaire was employed to quantify classroom discussion and empowerment of BSN and MSN students (N=116) over the course of the semester. Additional comfort level (CL) questions were included in the questionnaire for the present study. Results: As predicted, statistically significant correlation, positive and moderate, was found to be stronger at the end of the semester for PCD and PC in both BSN (r = 0.39) and MSN (r = 0.28) students. Further analysis revealed a stronger correlation between PCD and CL for BSN (r = 0.42) than MSN (r = 0.35) students. Although there is no statistically significant difference found in the level of PCD between the two groups, Pearson correlation was stronger in undergraduate BSN students. Conclusion: It may be concluded that participation in class discussion is an empowering teaching method in both undergraduate and graduate level classes, allowing students to take action and communicate with their peers in the classroom, as well as outside with patients, colleagues and administrators. Implications for practice: By offering more discussion in both undergraduate (BSN) and especially graduate (MSN) nursing classes, students will be empowered to practice in a variety of settings using the participation discussion skills they attained in the classroom.

Learning Objectives:
1. identify components of empowerment in the classroom 2. define participation in class discussion 3. list three advantages of discussion as a teaching/learning method 4. discuss the potential causes of the difference in the level of participation between undergraduate and graduate nursing students

Keywords: Nursing Education, Health Education Strategies

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: Bojana Beric, PhD, MD,CHES is an Assistant Professor of Health Studies at Monmouth University in New Jersey, USA and a Visiting Professor at the University of Novi Sad, Medical Faculty in Serbia, Europe. Dr. Beric is a co-director of the Center for Human and Community Wellness: Community Campus Partnerships for Health, and a co-chair of the Global Understanding Convention, both at Monmouth University in New Jersey. Dr. Beric attained her PhD in Health Education from New York University in New York, and an MD degree from University of Novi Sad in Yugoslavia, practicing medicine in Yugoslavia, before moving to United States in 1984, and working as a researcher at Baylor College of Medicine, Houston, Texas for a few years. Since 1994, Dr. Beric has been dedicated to health education and public health, living and working in New Jersey. Dr. Beric published papers and lectured nationally and internationally. Her research interest is in methods of communication of health information, in organizing a community of learners with the purpose of promoting health and preventing disease, participation in action, and in advancing health literacy. In addition, Dr. Beric has been an active member and a leader in professional associations, at the local, national and international level. Dr. Bericís professional interest has been focused on preparation of public health workforce, on community-campus partnerships for health and wellness, as well as on the global and international health issues and teaching.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.