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Examining the Impact of a Nursing Course Redesign on Student Outcomes, Faculty Workload, and Costs
Kimberly Allen1, Mary C DiBartolo, Catherine M Walsh
1About the Authors The authors are faculty at the Salisbury University School of Nursing, Salisbury, Maryland. Kimberly Allen, DNP, RN, CNE, is an associate professor. Mary C. DiBartolo, PhD, RN-BC, CNE, FGSA, FAAN, is a professor. Catherine M. Walsh, PhD, RN, is professor emeritus. Kaynabess Freda, EdD, RN, CMSRN, is an assistant professor. For more information, contact Dr. Allen at kdallen@salisbury.edu.
Abstract:
This study examined the impact of a nursing course redesign from traditional face-to-face to a hybrid format on student outcomes, workload allocation, and associated costs. In this quasi-experimental study, baccalaureate students received either traditional (n = 47) or hybrid delivery (n = 46); each group had equal degree-type representation. Average exam scores were analyzed using an independent t-test, with no significant differences found between groups. Faculty workload decreased by one third, and there was a 16.6 percent reduction in overall costs to implement the course. Course redesign can be effective for reducing faculty workload and costs while achieving course outcomes.
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