Current Search: Burgess, Ernest E. (x)
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- Title
- CRITICAL CARE COMPONENT OF UNDERGRADUATE NURSING EDUCATION: A STUDY OF PERCEPTIONS OF ASSOCIATE DEGREE AND BACCALAUREATE DEGREE NURSING FACULTY AND STUDENTS.
- Creator
- BLAIS, KATHLEEN KOERNIG, Florida Atlantic University, Burgess, Ernest E.
- Abstract/Description
-
This study compared the perceptions of Associate (ADN) and Baccalaureate (BSN) nursing faculty and students regarding undergraduate critical care nursing education. The purposes were to: 1) identify attitudes and beliefs of ADN and BSN nursing faculty and students regarding undergraduate critical care nursing education; 2) explore the extent to which faculty perceptions differ in relation to student perceptions; 3) explore the extent to which faculty perceptions differ in relation to the...
Show moreThis study compared the perceptions of Associate (ADN) and Baccalaureate (BSN) nursing faculty and students regarding undergraduate critical care nursing education. The purposes were to: 1) identify attitudes and beliefs of ADN and BSN nursing faculty and students regarding undergraduate critical care nursing education; 2) explore the extent to which faculty perceptions differ in relation to student perceptions; 3) explore the extent to which faculty perceptions differ in relation to the types of program in which they are teaching; 4) explore the extent to which faculty perceptions differ in relation to their demographic and biographic characteristics; and 5) explore the extent to which student perceptions differ in relation to students in the alternative program of study. The Critical Care Nursing Education Questionnaire, was developed for use in this study by the investigator and administered to 50 Associate and Baccalaureate nursing faculty and 211 Associate and Baccalaureate nursing students. Descriptive and inferential statistical procedures were used to analyze the group responses. Significant differences were identified by ANOVA testing of the eight null hypotheses and led to rejection of four null hypotheses at the .05 level of significance. Perceptions of faculty regarding undergraduate critical care nursing education include: 1> instruction should be offered at the baccalaureate level of undergraduate nursing education; 2) students should be permitted to perform critical care nursing procedures under the guidance of a critical care nurse or nursing instructor; 3) such instruction should be general in nature, offered over one full semester with between 48 and 96 hours of clinical experience; 4) instruction should be an elective available to all senior students; 5) the intensive care unit is not threatening for students, rather undergraduate critical care nursing education helps students gain confidence in their basic nursing skills; and 6) upon graduation, students should not be expected to function as practitioners of critical care nursing. Students were in stronger agreement with such instruction being required in all undergraduate nursing programs. Baccalaureate students were more likely to believe that upon graduation the nurse should have the knowledge and skill to function as a beginning practitioner of critical care nursing. All faculty and students indicated that undergraduate exposure to critical care nursing is important.
Show less - Date Issued
- 1985
- PURL
- http://purl.flvc.org/fcla/dt/11860
- Subject Headings
- Nursing--Study and teaching (Associate degree), Intensive care nursing--Study and teaching
- Format
- Document (PDF)
- Title
- An Introductory Calculus Course for Management Majors.
- Creator
- Young, Raymond Brandon, Brumbaugh, Douglas K., Burgess, Ernest E., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was the development of a one trimester calculus course to meet the special needs of management majors at Embry-Riddle Aeronautical University. A traditional calculus course was previously required of these students and the traditional course provided subjects for the control group in a pretestposttest quasi-experimental design. The experimental course that was developed was different from the traditional course that it was designed to replace in several major...
Show moreThe purpose of this study was the development of a one trimester calculus course to meet the special needs of management majors at Embry-Riddle Aeronautical University. A traditional calculus course was previously required of these students and the traditional course provided subjects for the control group in a pretestposttest quasi-experimental design. The experimental course that was developed was different from the traditional course that it was designed to replace in several major respects. The slope of a tangent line and the area under a curve as motivation for the derivative and definite integral, respectively, in the traditional course were replaced with examples that seem more relevant to management students. The concept of a limit is nearly eliminated from the experimental course. Intuitive arguments are used instead of formal proofs as are given or cited in a traditional course. The achievement of an experimental group who took the experimental course was compared with the achievement of a control group who took the traditional calculus course offered for management majors. Achievement was measured by final examination scores and course grades. When these measures of achievement were statistically adjusted for initial differences in the control and experimental groups, using prerequisite course grades, the experimental group was significantly above (p < .01) the control group.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fau/fd/FA00000717
- Subject Headings
- Curriculum planning, Calculus--Study and teaching
- Format
- Document (PDF)
- Title
- THE EFFECTIVENESS OF COMPUTER ASSISTED INSTRUCTION IN COLLEGE ALGEBRA.
- Creator
- DIEM, DENNIS CHARLTON., Florida Atlantic University, Burgess, Ernest E.
- Abstract/Description
-
This study was designed to determine the extent to which micro-computer instruction affects the learning of mathematics in College Algebra when used as a substitute for traditional methods of instruction. The computer programs involved in the study were designed to teach the student how to find and graph the solution set of linear inequalities with two variables. The lessons were programmed on an Apple II microcomputer and were designed using relatively simple linear branching techniques. The...
Show moreThis study was designed to determine the extent to which micro-computer instruction affects the learning of mathematics in College Algebra when used as a substitute for traditional methods of instruction. The computer programs involved in the study were designed to teach the student how to find and graph the solution set of linear inequalities with two variables. The lessons were programmed on an Apple II microcomputer and were designed using relatively simple linear branching techniques. The subjects involved in the study were enrolled in two sections of College Algebra in an upper division university. The students were randomly assigned to four groups and each group was taught using varying methods of instruction. One group received traditional classroom lecture followed by textbook homework. A second group was exposed to a computer tutorial program followed by textbook homework. A third group received classroom lecture followed by a computer drill and practice program. A fourth group completed both the computer tutorial and the computer drill and practice programs. Prior to exposure to different teaching methods, each group was administered a pre-test to determine the extent of their knowledge of the subject matter, establish the randomness assertion, and to determine whether or not the groups were equivalent at the outset. After each group received instruction, a post-test was administered to determine relative levels of achievement. One way between subjects analysis of variance was used with the pre-test scores to determine initial differences between the groups. The same statistical procedure was used with the post-test scores. The results of analysis of variance, at the .05 level, indicated that no significant differences in learning took place between the four groups in the study. However, observation of the data seemed to suggest differences which favored the more conventional lecture, homework group. Recommendations for future study included replication of the experiment using the same or modified populations. Additional variables could also be identified such as student attitude, academic background, sex, and age.
Show less - Date Issued
- 1982
- PURL
- http://purl.flvc.org/fcla/dt/11807
- Subject Headings
- Algebra--Study and teaching (Higher), Computer-assisted instruction
- Format
- Document (PDF)
- Title
- A COMPARATIVE STUDY OF THE EFFECTIVENESS OF REGULARLY ASSIGNED, REGULARLY COLLECTED, PROMPTLY CORRECTED, AND PROMPTLY RETURNED HOMEWORK IN COMMUNITY COLLEGE MATHEMATICS CLASSES.
- Creator
- DYER, PATRICIA WOODWORTH., Florida Atlantic University, Burgess, Ernest E.
- Abstract/Description
-
This study was designed to determine the effects of requiring student completion and submission of homework problem assignments, their correction and return, on a regular basis, on community college student achievement in two mathematics courses. These courses were introductory college algebra (designated Mathematics X) and college algebra (designated Mathematics Y). Additionally, student persistence in the courses was studied. Implications of the study included the following: 1. Requiring...
Show moreThis study was designed to determine the effects of requiring student completion and submission of homework problem assignments, their correction and return, on a regular basis, on community college student achievement in two mathematics courses. These courses were introductory college algebra (designated Mathematics X) and college algebra (designated Mathematics Y). Additionally, student persistence in the courses was studied. Implications of the study included the following: 1. Requiring homework problem assignments to be completed and submitted on a regular basis as a teaching aid is acceptable for the instructor who approves of this practice. For the instructor who does not, any other teaching tool currently in use is equally effective. 2. Proper placement in the mathematics sequence may be the influential factor for persistence. This was indicated by the one statistically significant experimental outcome. Recommendations for further study included the following: 1. Determination of methods to improve instruction in community college mathematics courses. 2. Determination of improved placement techniques for students in community college mathematics courses. 3. Determination of factors which increase persistence. 4. Determination of factors which will reduce the large within-groups variance found in this study (which may be the placement techniques mentioned above).
Show less - Date Issued
- 1976
- PURL
- http://purl.flvc.org/fcla/dt/11664
- Subject Headings
- Mathematics--Study and teaching (Higher), Homework
- Format
- Document (PDF)
- Title
- The effect of curriculum specific computer-aided instruction on student achievement in college algebra, a comparative study.
- Creator
- Cox, Gregg Clayton, Florida Atlantic University, Burgess, Ernest E.
- Abstract/Description
-
This study was designed to determine the effects of curriculum specific computer aided instruction on student achievement in a College Algebra course. Curriculum specific software is microcomputer software which provides both computerized instruction and practice for each topic in the accompanying textbook and is now available for many college mathematics texts. Using methods outlined by Diem (1982) in a previous study, College Algebra students were randomly assigned to one of four groups....
Show moreThis study was designed to determine the effects of curriculum specific computer aided instruction on student achievement in a College Algebra course. Curriculum specific software is microcomputer software which provides both computerized instruction and practice for each topic in the accompanying textbook and is now available for many college mathematics texts. Using methods outlined by Diem (1982) in a previous study, College Algebra students were randomly assigned to one of four groups. Six hypotheses were formulated and tested by comparing both post-test scores and growth quotients for various appropriate groups. At the.05 level of significance the following hypotheses were rejected: There is no significant difference in achievement in learning mathematics between College Algebra students who study linear inequalities using curriculum specific microcomputer drill and practice with traditional lecture and College Algebra students who study linear inequalities using a traditional lecture-homework approach. There is no significant difference in achievement among those receiving curriculum specific microcomputer aided instruction as a result of students' score on the pretest, whether placed in the upper, middle, or lower third of the pretest scores. Implications of the study included the following: (1) The use of curriculum specific computerized drill and practice can significantly increase the mathematics achievement of those students receiving a traditional lecture. (2) There is a significant relationship between a student's pretest score and their level of success when using curriculum specific microcomputer aided instruction. Recommendations for further study included the following: (1) Replication of this experiment investigating different factors such as: (a) Differences related to age, (b) attitude toward computer aided instruction, (c) type of text and software, and (d) differences related to previous computing experience. (2) Research which compares various forms of curriculum specific drill and practice. (3) Development of computerized tutorials which significantly increase student achievement.
Show less - Date Issued
- 1990
- PURL
- http://purl.flvc.org/fcla/dt/12250
- Subject Headings
- Algebra--Computer-assisted instruction, Algebra--Study and teaching (Higher), Computer-assisted instruction
- Format
- Document (PDF)
