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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Resurrecting Philosophers in an Online Doctoral Philosophy Course in Nursing
Delene Volkert1, Jennifer Castleberry, Bonnie J Fellows
1About the Authors Delene Volkert, PhD, RN, CNE, is EdD director and assistant professor, University of West Georgia Department of Nursing, Carrollton, Georgia. Jennifer Castleberry, MSN, RN, CNL, is an instructor and assistant program director, Clinical Nurse Leader Program, Augusta University College of Nursing, Athens, Georgia, and a doctoral student, University of West Georgia. Bonnie J. Fellows, MSN, RN, CNE, is an assistant professor, Ursuline College Department of Nursing, Pepper Pike, Ohio, and a doctoral student, University of West Georgia. Meredythe Goodreau, MSN-Ed, RN, is an assistant professor of nursing at South University, Columbia, South Carolina. Lisa Hesser, MSN, RN, OCN, is an assistant professor and doctoral student, University of West Georgia. Catherine Whitley, MSN, RN, CNE, CHPN, is an assistant professor and doctoral student, University of West Georgia. For more information, contact Dr. Volkert at dvolkert@westga.edu.
Abstract:
Philosophy courses are hallmarks for research-focused doctoral nursing programs. They help students develop inductive reasoning to build critical thinking skills, but students often find them dry and boring and have difficulty developing enthusiasm for the material. Students in an online EdD in Nursing Education program were able to engage with philosophical topics meaningfully by designing and facilitating creative peer-learning activities. To assess the realization of learning outcomes, participating students completed a survey at the end of the module. Five of the six participants (83 percent) indicated they agreed or strongly agreed that the activities helped meet course learning outcomes.
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