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Virtual pedagogical strategies and HESI student outcomes in response to COVID-19

BACKGROUND: To maintain curricular integrity in response to COVID-19, nurse educators are increasingly required to transition from traditional (face-to-face) to virtual pedagogy. OBJECTIVES: The purpose of this analysis was to compare the HESI scores based on a traditional pedagogy with the HESI sco...

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Autores principales: Moxley, Elizabeth, Saravanan, Anitha, Habtezgi, Desale, Dixon, Larinda, Miller, Janice, Waller, Maureen
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier Ltd. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8630447/
https://www.ncbi.nlm.nih.gov/pubmed/34157602
http://dx.doi.org/10.1016/j.nedt.2021.105019
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author Moxley, Elizabeth
Saravanan, Anitha
Habtezgi, Desale
Dixon, Larinda
Miller, Janice
Waller, Maureen
author_facet Moxley, Elizabeth
Saravanan, Anitha
Habtezgi, Desale
Dixon, Larinda
Miller, Janice
Waller, Maureen
author_sort Moxley, Elizabeth
collection PubMed
description BACKGROUND: To maintain curricular integrity in response to COVID-19, nurse educators are increasingly required to transition from traditional (face-to-face) to virtual pedagogy. OBJECTIVES: The purpose of this analysis was to compare the HESI scores based on a traditional pedagogy with the HESI scores following implementation of virtual pedagogy during Spring 2020. METHODS: Student (n = 115; 81% female; mean age = 25.71 years) HESI scores were compared after each eight-week session using the Mann Whitney U test, permutation test and Wilcoxon rank test. Logistic regression was used to identify students achieving at least 850. Chi-square test was used to determine the relationship between pedagogy and students meeting 850 HESI scores. Fall 2019 Exit HESI scores were also compared with Spring 2020 Exit HESI scores. RESULTS: Students from diverse backgrounds (53.9% White; 27.8% Hispanic; 10.4% Asian; 5.2% Black; 1% Unknown) increased (p = 0.022) M(HESI) scores following virtual pedagogy in Fundamentals, although no difference was found in Maternity (p = 0.311), Psychiatric (p = 0.129) or Medical Surgical Nursing (p = 0.692). Wilcoxon rank test revealed significant differences in M(HESI) scores in same cohort of students between traditional (Psychiatric) and virtual strategies (Medical-Surgical) (p < 0.01); and traditional (Medical-Surgical) and virtual (Psychiatric) strategies (p = 0.023). White students' M(HESI) scores were higher than Asian students', as revealed by Logistic regression with no differences based on gender. Spring 2020 and Fall 2019 Exit HESI scores were comparable (p = 0.499). Chi-square analysis revealed no relationship between pedagogy and achieving at least 850 on HESI (χ(2) = 0.027, p = 0.871). CONCLUSIONS: Based on the exit HESI scores, virtual pedagogy was as effective as traditional pedagogy for maintaining student competency in a community college associate degree nursing program. Future analyses of the effectiveness of virtual pedagogy in meeting curricular outcomes is warranted, regardless of exit degree option.
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spelling pubmed-86304472021-11-30 Virtual pedagogical strategies and HESI student outcomes in response to COVID-19 Moxley, Elizabeth Saravanan, Anitha Habtezgi, Desale Dixon, Larinda Miller, Janice Waller, Maureen Nurse Educ Today Article BACKGROUND: To maintain curricular integrity in response to COVID-19, nurse educators are increasingly required to transition from traditional (face-to-face) to virtual pedagogy. OBJECTIVES: The purpose of this analysis was to compare the HESI scores based on a traditional pedagogy with the HESI scores following implementation of virtual pedagogy during Spring 2020. METHODS: Student (n = 115; 81% female; mean age = 25.71 years) HESI scores were compared after each eight-week session using the Mann Whitney U test, permutation test and Wilcoxon rank test. Logistic regression was used to identify students achieving at least 850. Chi-square test was used to determine the relationship between pedagogy and students meeting 850 HESI scores. Fall 2019 Exit HESI scores were also compared with Spring 2020 Exit HESI scores. RESULTS: Students from diverse backgrounds (53.9% White; 27.8% Hispanic; 10.4% Asian; 5.2% Black; 1% Unknown) increased (p = 0.022) M(HESI) scores following virtual pedagogy in Fundamentals, although no difference was found in Maternity (p = 0.311), Psychiatric (p = 0.129) or Medical Surgical Nursing (p = 0.692). Wilcoxon rank test revealed significant differences in M(HESI) scores in same cohort of students between traditional (Psychiatric) and virtual strategies (Medical-Surgical) (p < 0.01); and traditional (Medical-Surgical) and virtual (Psychiatric) strategies (p = 0.023). White students' M(HESI) scores were higher than Asian students', as revealed by Logistic regression with no differences based on gender. Spring 2020 and Fall 2019 Exit HESI scores were comparable (p = 0.499). Chi-square analysis revealed no relationship between pedagogy and achieving at least 850 on HESI (χ(2) = 0.027, p = 0.871). CONCLUSIONS: Based on the exit HESI scores, virtual pedagogy was as effective as traditional pedagogy for maintaining student competency in a community college associate degree nursing program. Future analyses of the effectiveness of virtual pedagogy in meeting curricular outcomes is warranted, regardless of exit degree option. Elsevier Ltd. 2021-09 2021-06-17 /pmc/articles/PMC8630447/ /pubmed/34157602 http://dx.doi.org/10.1016/j.nedt.2021.105019 Text en © 2021 Elsevier Ltd. All rights reserved. Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.
spellingShingle Article
Moxley, Elizabeth
Saravanan, Anitha
Habtezgi, Desale
Dixon, Larinda
Miller, Janice
Waller, Maureen
Virtual pedagogical strategies and HESI student outcomes in response to COVID-19
title Virtual pedagogical strategies and HESI student outcomes in response to COVID-19
title_full Virtual pedagogical strategies and HESI student outcomes in response to COVID-19
title_fullStr Virtual pedagogical strategies and HESI student outcomes in response to COVID-19
title_full_unstemmed Virtual pedagogical strategies and HESI student outcomes in response to COVID-19
title_short Virtual pedagogical strategies and HESI student outcomes in response to COVID-19
title_sort virtual pedagogical strategies and hesi student outcomes in response to covid-19
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8630447/
https://www.ncbi.nlm.nih.gov/pubmed/34157602
http://dx.doi.org/10.1016/j.nedt.2021.105019
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