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Self-Regulated E-Learning Modules for Prenursing Success.

Gina S Briscoe¹, Lynn G Brown

¹About the Authors Gina S. Briscoe, DNP, RN, CNE, is a nursing instructor, Calhoun Community College, Decatur, Alabama. Lynn G. Brown, DNP, RN-BC, CNE, is an assistant clinical professor, Auburn University School of Nursing, Auburn, Alabama. For more information, contact Dr. Briscoe at gina.briscoe@calhoun.edu or Dr. Brown at lgb0013@auburn.edu.

Nursing Education Perspectives

|June 12, 2018

Summary

This summary is machine-generated.

Nursing students need self-regulated learning skills for academic success. E-learning modules were developed to teach evidence-based techniques for better comprehension, note-taking, and test-taking in nursing education.

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Area of Science:

Nursing Education
Educational Psychology

Background:

Success in nursing courses requires robust self-regulated learning (SRL) skills.
SRL encompasses self-monitoring and regulation of cognition, metacognition, and behaviors.
Challenges in reading comprehension, note-taking, and test-taking impact nursing student performance.

Purpose of the Study:

To equip prenursing students with evidence-based SRL techniques.
To facilitate improved learning for nursing practice through structured e-learning modules.

Main Methods:

Development of five self-regulated e-learning modules by community college faculty.
Focus on evidence-based techniques for critical learning tasks.
Description of the SRL framework and module content.

Main Results:

The article details the structure and content of the SRL e-learning modules.
Student feedback on the modules is presented.
Implications for nurse educators are discussed.

Conclusions:

Self-regulated learning is crucial for nursing student success.
E-learning modules offer a viable method to impart SRL skills.
These modules can support nurse educators in enhancing student learning strategies.