The Impact of Digital Microlearning on Nursing Students’ Clinical Judgment Skills: Bridging Social Media Cognition and Academic Engagement by Elizabeth Schrope Santos DNP Project submitted to American Sentinel College of Nursing & Health Sciences at Post University Enter date here [Template note: use date of final defense] AMERICAN SENTINEL COLLEGE OF NURSING & HEALTH Read More
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The Impact of Digital Microlearning on Nursing Students’ Clinical Judgment Skills: Bridging Social Media Cognition and Academic Engagement
by
Elizabeth Schrope Santos
DNP Project submitted to
American Sentinel College of Nursing & Health Sciences at Post University
Enter date here [Template note: use date of final defense]
AMERICAN SENTINEL COLLEGE OF NURSING & HEALTH SCIENCES
AT POST UNIVERSITY
The DNP Project Committee for the DNP Project of
Elizabeth Santos
The Impact of Digital Microlearning on Nursing Students’ Clinical Judgment Skills: Bridging Social Media Cognition and Academic Engagement
DNP Project Chair: Dr. Crissy Dodson
Committee Member:
Committee Member:
Date of Final Defense:
An abstract page is required in the DNP project. The abstract is a brief, yet comprehensive summary of your DNP project research and results. It is comprised of a lone paragraph but is dense with information regarding your project. Briefly describe the overall research problem you addressed in the project. Include the purpose of the study and a general introduction of the need for the study. Mention the practice-based question addressed and identify the theoretical foundation of the study. Briefly describe the research design, methods, and data analysis procedures. Identify the major results, and main conclusion of the study. Conclude with a brief sentence on the implications for nursing practice. Consider the abstract as your first impression upon the reader, as researchers will often rely upon abstracts to decide whether or not they will read the entire article. Researchers will use the abstract to determine the relevance, reliability, and quality of the DNP Project for their research. For further information on developing strong abstracts, consult the most recent edition of the Publication Manual of the American Psychological Association. You may also want to include keywords from your paper on the abstract page. These keywords help researchers find articles within databases.
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Table of Contents
[Template note: Double check that after any main revisions made in the paper that the respective contents appear on the page numbers listed.]
Review and Summary of Relevant Literature. 2
Nature, Scope and Limitations of the Project 5
Internal and External Validity. 14
SECTION III: RESULTS AND DISCUSSION OF FINDINGS. 15
Summary of Methods and Procedures. 15
Summary of Sample and Setting Characteristics. 15
Implications for Nursing Practice. 16
Conclusions and Contributions to the Profession of Nursing. 17
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The fusion of technology and education is reshaping how we teach and learn, especially in nursing. With the rise of bite-sized digital learning modules and the rapid advancements in microprocessing, there’s a growing interest in understanding how these tools can enhance the clinical judgment skills of nursing students. This research aims to add to the conversation about educational technology by looking closely at how integrating technology impacts student engagement and learning outcomes. Microprocessing has fundamentally changed how we process information. This shift necessitates a rethinking of how we design learning platforms in nursing education. To track changes in students’ perceived clinical judgment skills, we’ll use surveys before and after a technology-based intervention.
By bridging the worlds of technology and teaching, this work hopes to uncover the best ways to incorporate microprocessing technology into educational settings, ultimately leading to improved student learning and retention. The combination of traditional lectures with digital innovations has the potential to not only make learning more enjoyable but also to revolutionize how educational content is shared worldwide. This research delves into whether such integration can meet the changing needs of nursing students and make a significant contribution to the educational foundation of nursing schools globally.
Background of the Problem
The rapid rise of social media, particularly platforms like TikTok that deliver short, engaging videos, has significantly transformed how we communicate, access information, and interact socially. This shift has profound implications for education and cognitive processes, particularly for younger generations who have grown up in this digital age. The constant stream of rapidly changing information on these platforms may challenge traditional learning methods and impact how information is encoded into long-term memory. The ‘bite-sized’ nature of content on these platforms, while engaging, may also contribute to shorter attention spans and a preference for immediate gratification.
The challenge for educators is to adapt to these changing dynamics and leverage the potential of digital tools to enhance learning. The concept of microlearning, which delivers information in short, focused bursts, aligns with the way students engage with content on social media. However, it is crucial to ensure that the quality and depth of learning are not compromised in this process. The ‘Nurse Educator’ study (Hampton, Welsh, & Wiggins, 2020) highlights the need for critical thinking and information literacy skills in the digital age, emphasizing the importance of discerning credible information from opinion.
While today’s students are digital natives, adept at navigating the online world, the educational landscape must evolve to meet their needs and preferences. The integration of technology into the classroom should not be seen as a replacement for traditional teaching methods but rather as a complementary tool to enhance engagement and facilitate learning. The challenge lies in striking the right balance between leveraging the benefits of technology and ensuring that students develop the critical thinking and analytical skills necessary for success in their chosen fields.
The potential of microlearning in nursing education is significant. By delivering content in short, focused modules, it can cater to the shorter attention spans of today’s learners and facilitate learning at their own pace. However, it’s essential to ensure that microlearning is used strategically and complements traditional teaching methods to provide a comprehensive and well-rounded educational experience. The integration of microlearning into nursing education should be guided by research and evidence-based practices to ensure its effectiveness in enhancing student learning outcomes and preparing them for the demands of the nursing profession.
Review and Summary of Relevant
In the digital age, nurse educators face the challenges of adapting to the digitally oriented learning styles of today’s students. The ubiquity of technology has shaped the cognitive processes of these learners, necessitating a shift in educational strategies. The current literature suggests that nursing students are increasingly self-directed in their learning, utilizing online resources to supplement traditional classroom instruction. This trend underscores the need for innovative teaching methods that can maintain student engagement and promote effective learning outcomes.
Facilitating research strategies require key terms are essential for identifying current and pertinent literature on the use of digital microlearning to foster clinical judgement skills in nursing education such as: digital microlearning, clinical judgement skills, nursing education, cognitive landscape, Tanner’s Clinical Judgement Model. autodidactic learning, diversity, and equity in nursing education. The search was conducted in electronical bibliographic databases available at Post Universtiy, recognized for their comprehensive coverage of nursing and education literature.
The development of clinical judgement skills is a critical component of nursing education. These skills encompass a complex interplay of critical thinking, clinical reasoning, and intuitive decision-making. Effective educational strategies should foster analytical thinking, information-seeking behavior, and openness to new experiences. Clinical reasoning, the ability to apply knowledge dynamically in evolving clinical situations, is particularly crucial. The cultivation of clinical judgement skills empowers learners to comprehensively assess client data, interpret findings, prioritize interventions, and reflect on the outcomes of their actions. Instructional models, such as Tanner’s Clinical Judgement Model and its adaptations, provide a framework for integrating principles of diversity, equity, and social justice into clinical decision making processes (Zarshenas et al., 2022).
However, barriers remain, as underscored by Huang et al. (2021), who identified a lack of technology acceptance among educators as a significant impediment to the adoption of e-learning strategies. This review synthesizes such findings to highlight deficiencies in nursing education and propose remedies through digital innovation.
Investigations into the impacts of social media use on mood and cognition reveal a complex picture. For instance, Lara & Bokoch (2021) hypothesized a link between heavy social media usage and a diminished capacity to filter irrelevant information alongside an increased working memory capacity. Nevertheless, their findings did not corroborate a significant association between social media use and these cognitive facets.
Conversely, studies by Rahayu (2019), and Montiel et al. (2019), recognize the propensities of Gen Z students for screen-based interaction, underscoring the imperative to adjust educational methodologies to this reality. Vizcaya-Moreno and Pérez-Cañaveras (2020) further accentuate the extensive digital engagement of Gen Z nursing students, suggesting that motivational strategies might be effectively leveraged via these platforms.
A crucial expectation for educators is technological proficiency, which aligns with student expectations. Harerimana and Mtshali (2019) prompt us to consider the specifics of these anticipations. Moreover, Poláková and Klímová (2019) demonstrate that the integration of mobile learning can significantly elevate examination performance, attesting to the effectiveness of technology-enhanced learning.
The interplay between problematic social media use and memory performance is complex, with psychological factors such as depression, anxiety, stress, and insomnia potentially influencing memory functions, especially when associated with problematic social media engagement (Wang et al., 2019).
Quinn (2018) explores the effects of social media engagement on cognitive functioning among older adults, positing potential cognitive benefits from active participation in these digital environments.
Wise et al. (2017) delve into how the Internet might be reshaping our cognition, proposing that both immediate and long-term cognitive shifts are reflected in corresponding neural changes.
The deluge of information and digital distractions has been linked to cognitive overload, impeding information processing and retention (Lin et al., 2015).
Research by Loh & Kanai (2014) suggests that extensive media multitasking may correlate with diminished gray matter density in areas of the brain associated with cognitive and emotional regulation, implying adverse effects on brain structure and function due to intense digital media interaction.
The phenomenon of “digital dementia”—cognitive decline attributed to the excessive use of digital technology—encompasses symptoms such as memory impairment, attention deficits, and diminished communication and decision-making faculties. The habitual reliance on technology as an external memory store is argued to engender long-term memory erosion (Spitzer, 2012; Sparrow et al., 2011; Henkel, 2014).
Investigations into media multitasking have examined the extent and impact of simultaneous engagement with various digital technologies, including social media, on cognitive control (Pea et al.).
Further, Uncapher et al. (2016) reported on the consequences of media multitasking across the lifespan, indicating that such activities could detrimentally affect cognitive control and attention.
This literature review endeavors not only to map the landscape of digital influences on learning but also to chart a course for educational innovation that bridges the digital divide between contemporary learners’ needs and traditional instructional methods.
Statement of the Problem
Students entering nursing programs today are at a disadvantage. These students are entering courses with teaching styles geared toward previous generations. Gen Z students have evolved and have a different mindset; unlike the Baby Boomers and Generation X students, Gen Z has been born into the digital age. Gen Z students were born between 1995 and 2010 and raised in a world of complex visual imagery, instant access to information, and social media (Rothman, 2016). One author points out a term called “task switch,” in which this generation is so accustomed to a regular rapid influx of information (due in part to social media sites), causing the brain to evolve into a processor for quick bursts of information (Rothman, 2016). This evolution has created a generation of students with shorter attention spans and the constant need for fast data delivery with visually complex graphics and instant gratification (Rothman, 2016).
Failure to Adapt Educational Practices to the Changing Digital Landscape
The landscape of nursing education stands at a pivotal crossroads due to the rapid integration of digital technologies in healthcare. This scholarly inquiry delineates the profound consequences that may ensue from the failure to integrate digital microlearning strategies into nursing curricula, particularly with respect to the development of clinical judgment skills. This section synthesizes various scholarly perspectives on this critical issue and explores the potential implications for nursing practice and education.
Outdated Educational Practices: Continued reliance on conventional pedagogies without integrating digital microlearning strategies could render nursing education obsolete, particularly as digital literacy becomes ever more integral to healthcare delivery. A misalignment between the skills taught and the competencies required in modern healthcare environments could emerge, leaving graduates unprepared (Author, Year).
Reduced Student Engagement: The generational shift towards digital native learners necessitates the adoption of educational strategies that align with their learning preferences. Digital microlearning could potentially bridge the gap between student expectations and engagement, preventing the decline in motivation and participation observed with traditional teaching methods (Author, Year).
Inadequate Preparation for Digital Healthcare Environments: The healthcare industry’s rapid adoption of digital tools like electronic health records and telemedicine underscores the necessity of incorporating such technologies into nursing curricula. Failing to do so could impede students’ smooth transition into the technologically advanced healthcare workforce (Author, Year).
Impaired Development of Clinical Judgment Skills: Clinical judgment skills are refined through repetitive, spaced learning opportunities that digital microlearning strategies can provide. The absence of these educational experiences could result in underdeveloped critical skills, impacting patient care and safety (Author, year).
Limited Accessibility of Learning Materials: Digital microlearning’s advantage lies in its ability to facilitate flexible, on-demand access to educational content. Without incorporating this approach, nursing students with non-traditional schedules or responsibilities may face barriers to accessing learning materials (Author, year)
Resistance to Technology in Future Practice: Exposure to digital learning is critical in cultivating a comfort with technology among nursing students. Insufficient exposure may result in a resistance to adopting healthcare technologies in practice, hindering effective patient care (Author, year).
Decreased Competitiveness in the Job Market: The demand for digital proficiency in the healthcare sector is on the rise. Graduates lacking these skills due to an outdated curriculum may find themselves at a competitive disadvantage in the job market (Author, Year).
Challenges in Continuing Education: Lifelong learning is a cornerstone of nursing practice. A curriculum that does not promote digital learning modalities may deter nurses from engaging in ongoing professional development, crucial for keeping pace with the field’s advancements (Author, Year).
Insufficient Cultivation of Critical Thinking: Digital microlearning strategies can enhance critical thinking by offering interactive learning scenarios such as case studies and simulations. The lack of such dynamic learning experiences may lead to deficiencies in critical thinking abilities among nursing students (Author,Year).
Impact on Healthcare Quality: Ultimately, the exclusion of digital microlearning strategies could affect the overall quality of healthcare. Clinical judgment, which is pivotal in patient care, may suffer, leading to potential negative outcomes for patient health and wellbeing (Author, year).
In conclusion, the incorporation of digital microlearning strategies in nursing education is imperative to ensure that educational programs remain dynamic, relevant, and effective. Such strategies are not merely enhancements but necessities that reflect the complexities of contemporary healthcare delivery. Without them, nursing education programs risk producing graduates ill-equipped for the realities of the digital age, with potentially far-reaching effects on the healthcare .
This quantitative, quasi-experimental, before and after study aims to determine the impact of technology in the didactic instruction. The project will identify whether or not bringing technology into the classroom will facilitate the learning styles of nursing students and promote student engagement. The nursing students will have access to a technology tool to aid in the lecture portion of the Medical/Surgical II course. Students will utilize microlearning in the form of short “bursts” of information. The nursing student will be able to visualize critical components of the lecture, thereby keeping them engaged.
Practice-based Question:
P (Population): Nursing students in undergraduate programs
I (Intervention): Integration of minute videos simulating patient conditions into the nursing curriculum
C (Comparison): Traditional pedagogical approaches without the use of digital microlearning
O (Outcome): Improvement in student engagement in assessment
T (Time): One academic semester
Formulating the PICOT question:
“In undergraduate nursing students, does incorporating minute social media style video clips simulating patient conditions into the classroom, compared to traditional petagogical approaches improve their engagement with the learning process, as measured by the AES over the course of one academic semester?”
Project Objective/Evaluative Outcome:
EO1: Undergraduate nursing students who experience minute social media style video clips integration in didactic instruction will have a significantly higher assessment engagement scores (as measured by the AES) compared to those that experience traditional instruction over one semester.
EO0: There is no significant difference in assessment engagement scores (as measured by the AES) between undergraduate nursing students who experience minute social media style video integration in didactic instruction compared to those that experience traditional instruction over one semester.
Significance of the Project
Discussing technology in nursing education leads to information regarding skills or simulation labs. There is a vast array of resources available to nursing instructors, such as Shadow Health and vSIM, to enhance the hands-on portion of the class. These fantastic resources allow students to work through scenarios using mannequins and prearranged simulation exercises. These are great tools; however, technology stays in the lab. Nursing students require the same motivation in lectures, but it is not readily available.
The significance of technology in the classroom is that nursing students will have the opportunity to learn, utilizing familiar resources, in a way that will afford them a better chance at success. Students will be provided with an app on their phones to help meet the brain’s visual desires when covering typically long and drawn-out topics. The student can interact with the patient, visualizing the disease process rather than just listening or reading about it. The technology will provide a visual resource, meaning that any nursing instructor can use it as a supplemental teaching tool; the human body is the same regardless of location. The app will focus on one area of M/S II but hopefully be effective and motivate others to change the education .
Nature, Scope, Limitations, and Delimitations of the Project
Technology is not a new concept; however, finding ways to incorporate it into the classroom, especially for the benefit of Generation Z students, can be a challenge. When working on ideas, thinking about different ways to bring the classroom into the digital age to assist Gen Z nursing students was essential. Ideas began with the simulation lab and clinical environments and how they evolved tremendously, yet the classroom has yet to incorporate the same virtual mentality. Blended learning and different teaching tools are utilized; however, not much is geared toward the type of cognitive changes being studied in the new generation of students.
The nature of the project is to incorporate a mobile app that will be used in lectures to provide visual stimulation to assist in learning. As previously discussed, it was noted that Gen Z students have short attention spans due to the short bursts of information they are constantly receiving from mobile apps on their phones, such as social media and YouTube. Microlearning has been discussed as a means to work around time constraints and the needs of the newer generations. If it can be utilized in a mobile app, it will provide Gen Z students with short bursts of visual stimulation to keep them focused during lectures (Alvarado et al., 2020) (Dolasinski & Reynolds, 2020).
For the project, an app will be utilized for one section of the Medical Surgical Course. A in the form of a questionnaire will be given to those included in the study before and after the intervention implementation.
Delimitations
The technological framework used to guide the project is the Technological Pedagogical Content Knowledge Framework (TPACK), created by Punya Mishra and Matthew J. Koehler in 2006. The TPACK framework evolved from Lee S. Shulman’s 1986 “Pedagogical Content Knowledge” and has had several variations, including TPACK-G, which supports digital games in the classroom. The TPACK framework provides a strategy for educators to adequately integrate technology into the classroom (Mishra & Koehler, 2006).
The TPACK framework is “an effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts” (Koehler, 2012). Comprised of seven different areas, when used correctly, this framework can be applied by any educator perusing technology to support teaching and learning that will benefit the students. According to Koehler, it is essential to note that each framework is unique and may not be appropriate for every situation (Koehler, 2012).
According to Schmid et al. (2020), outcomes from the TPACK framework can be measured in several ways, the majority falling into two categories: self-reported and performance-based evaluations. To prevent issues regarding reliability and validity, the assessment tools need to be concise and easy to administer. The authors also state that a “short and economically feasible tool” will benefit the research (Schmid, Brianza, & Petko, 2020).
Relationship Among the Concepts in the Theoretical Framework
The TPACK framework focuses on three main areas: Technological Knowledge, Pedagogical Knowledge, and Content Knowledge. Technological Knowledge is considered the educator’s level of experience with the technology, Pedagogical Knowledge is the teaching and learning, and Content Knowledge is what material is being studied during the course. The three circles are constructed using a Venn Diagram, in which the three circles overlap. The overlapping areas include Technological Pedagogical Knowledge, Technological Knowledge, Pedagogical Content Knowledge, and, most importantly, the center, Technological Pedagogical Content Knowledge. Koehler describes the center as the “heart” of the model (Koehler, 2012)
Relationship Between TPACK and the Project Concepts
TPACK, when utilized correctly, will blend the three areas, Technological Knowledge, Pedagogical Knowledge, and Content Knowledge, into a synergistic adaptation that allows for the effective use of technology in the classroom. The TPACK concept, when applied to the project, requires that the central components be identified first. Content Knowledge is the instructor’s Knowledge about all elements of Medical-Surgical II content discussed in the lecture. Pedagogical Knowledge is the understanding of nursing students and what teaching techniques work best to teach the didactic portion of the content, including the course structure, lesson plans, and student evaluations. Technological Knowledge is the digital application (app) that is the intervention for the project.
The overlapping areas will combine the three main components, focusing on creating a symbiotic center: the Technological Pedagogical Content Knowledge, which is the successful integration of the digital app with the course content. Technological Pedagogical Knowledge consists of identifying how the digital app will achieve the learning outcome. The Pedagogical Content Knowledge will consist of understanding best practices in teaching M/S II students the specific content utilizing various resources and teaching techniques. The Technological Content Knowledge will center around the digital app, how it will positively impact the content delivered, and how the nursing students can utilize it (see Appendix B).
Definition of Terms
Generation Z: Individuals born into the digital age. They are hyper-cognizant individuals born after 1997 that have evolved into students utterly dependent on smartphones and other technology for instant results and gratification. These students are constantly connected to the world around them (Hernandez-de-Menendez et al., 2020; Mohr & Mohr, 2017).
Nursing Students: Individuals enrolled in higher education for the sole purpose of becoming licensed nurses. One college explains that the nursing student is educated about the promotion, maintenance, and restoration of the client’s health “by following the clearly laid out hospital procedures” (ECPI University [ECPI], 2021). The student nurse can do this through education and hands-on training by training in the skills lab and “joining clinical rotations under the supervision of a nursing instructor” (“ECPI,” 2021).
Mobile technology: A form of digital technology that is quickly taken from one place to another. This easily accessible equipment is often in the form of “handheld computing devices have evolved into powerful and affordable learning tools” (Franklin et al., 2007).
Learning styles: The idea that students learn new information in various ways; however, techniques are more appropriate for specific individuals. Some theorists believe that students can be classified as visual, aural, verbal, and kinesthetic, while others have supported seven, adding to the previous four; logical, social, and solitary (Mirza & Khurshid, 2020). There are also supporters of Kolb’s learning style, which includes Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation (McLeod, 2017).
Gen Z students are projected to become the majority in nursing schools and future nurses; therefore, their unique relationship with technology must be explored and integrated into lectures. Reviewing several articles regarding implementing technology into the classroom provided helpful information and insight into why technology can benefit Gen Z students; however, there has not been consistency on what to incorporate. There have been many proponents of using what is already available such as social media sites and other digital platforms; however, there were very few specific to Gen Z and technology in the lecture portion of nursing classes.
References
Alvarado, M., Basinger, K., Lahijanian, B., & Alvarado, D. (2020, December). Teaching simulation to generation Z engineering students: lessons learned from a flipped classroom pilot study. In 2020 Winter Simulation Conference (WSC) (pp. 3248-3259). IEEE.
Bayhan, H. G., & Karaca, E. (2020). Technological innovation in architecture and engineering education-an investigation on three generations from Turkey. International Journal of Educational Technology in Higher Education, 17(1), 1-22.
Dolasinski, M. J., & Reynolds, J. (2020). Microlearning: a new learning model. Journal of Hospitality & Tourism Research, 44(3), 551-561.
ECPI University. (2021). What is a student nurse? https://www.ecpi.edu/blog/what-is-the-role-of-a-student-nurse-while-they-re-learning.
Franklin, T., Sexton, C., Lu, Y., & Ma, H. (2007). PDAs in teacher education: A case study examining mobile technology integration. Journal of Technology and teacher education, 15(1), 39-57.
Hampton, D., Welsh, D., & Wiggins, A. T. (2020). Learning preferences and engagement level of generation Z nursing students. Nurse Educator, 45(3), 160-164.
Harerimana, A., & Mtshali, N. G. (2019). Nursing students’ perceptions and expectations regarding the use of technology in nursing education. Africa Journal of Nursing and Midwifery, 21(2), 1-20.
Hernandez-de-Menendez, M., Díaz, C. A. E., & Morales-Menendez, R. (2020). Educational experiences with Generation Z. International Journal on Interactive Design and Manufacturing (IJIDeM), 14(3), 847-859.
Hsu, C. Y., Tsai, M. J., Chang, Y. H., & Liang, J. C. (2017). Surveying in-service teachers’ beliefs about game-based learning and perceptions of technological pedagogical and content knowledge of games. Journal of Educational Technology & Society, 20(1), 134-143.
Huang, T. H., Liu, F., Chen, L. C., & Tsai, C. C. (2021). The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: A technology acceptance model approach. PloS one, 16(3), e0247819.
Jagger, S., Siala, H., & Sloan, D. (2016). It’s All in the Game: A 3D Learning Model for Business Ethics: JBE. Journal of Business Ethics, 137(2), 383-403. http://dx.doi.org.americansentinel.idm.oclc.org/10.1007/s10551-015-2557-9Szabó, C. M., Bartal, O., & Nagy, B. (2021). The Methods and IT-Tools Used in Higher Education Assessed in the Characteristics and Attitude of Gen Z. Acta Polytechnica Hungarica, 18(1).
Joel, M. H., Ashipala, D. O., & Kamenye, E. (2021). Interactive Video Technology as a Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at a Higher Education Institution in Namibia. International Journal of Higher Education, 10(2), 83-91
McLeod, S. (2017). Kolb’s learning styles and experiential learning cycle. Simply psychology.
Mirza, M. A., & Khurshid, K. (2020). Impact of VARK learning model at tertiary level education. International Journal of Educational and Pedagogical Sciences, 14(5), 359-366.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
Mohr, K. A., & Mohr, E. S. (2017). Understanding Generation Z students to promote a contemporary learning environment. Journal on Empowering Teaching Excellence, 1(1), 9.
Montiel, I., Delgado-Ceballos, J., Ortiz-de-Mandojana, N., & Antolin-Lopez, R. (2020). New ways of teaching: using technology and mobile apps to educate on societal grand challenges. Journal of Business Ethics, 161(2), 243-251.
Poláková, P., & Klímová, B. (2019). Mobile technology and Generation Z in the English language classroom—A preliminary study. Education Sciences, 9(3), 203.
Rahayu, S. P. (2019). The depiction of preferred and needed autonomous learning method among Generation Z in Universitas Aisyisyah Yogyakarta. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 4(2), 43-53.
Rothman, D. (2016). A Tsunami of learners called Generation Z. URL: http://www. mdle. net/JoumaFA_Tsunami_of_Learners_Called_Generation_Z. pdf.
Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK. xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967.
Szabó, C. M., Bartal, O., & Nagy, B. (2021). The Methods and IT-Tools Used in Higher Education Assessed in the Characteristics and Attitude of Gen Z. Acta Polytechnica Hungarica, 18(1).
Vizcaya-Moreno, M. F., & Pérez-Cañaveras, R. M. (2020). Social media used and teaching methods preferred by generation z students in the nursing clinical learning environment: A cross-sectional research study. International Journal of Environmental Research and Public Health, 17(21), 8267.
Appendix A
Technological Pedagogical Content Knowledge (TPACK)
| Digital Content Supporting Student Nurse Learning |
| M/S II content Delivered Digitaly Students
|
| M/S II Content in Student Nurse Learning Style |
| M/S II content supported digital app |
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge
Please add this information to this section.
Good start. I have uploaded an exemplar of the literture review to show how you should create headings and then synthesize the information to show the gap in the literature. Also, be sure to include a few articles that are seminal work (at least 10 years or older).
Good start, but this look AI-generated with the headings and lack of complete citations. Please write in common language with citations to support.
I used AI to clean up my writing and make it sound scholarly. I can revert it back to the original.
Add: quasi-experimental, before and after study
Be sure to add this information to this section.
Be sure to include your justification here with citations to support this justification for using a quasi-experimental design.
Be sure to provide an outline of the intervention that you create to test.
Please find an instrument that is already published. You will need to gain permission from the author as well and attach as an appendix.
Please include this information in this section.
This is not appropriate
Be sure to add your limitations and delimitations
Again, you will need to refrain from only using Gen Z as other generations will be in the class.
Evan John