Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Implementing quick reference materials for the improvement of rarely performed clinical procedures: a quality improvement project(Montana State University - Bozeman, College of Nursing, 2022) Lange, Christine Merette; Chairperson, Graduate Committee: Molly SecorThis QI project sought to create and implement quick reference tools with the aim of enhancing compliance with clinical practice guidelines for rarely encountered clinical procedures. With collaboration from the Nurse Educator and Quality Improvement Officer on the medical floor at a southwest Montana hospital, the management of chest tubes and implanted ports were identified as inconsistently or infrequently performed procedures, and medical floor staff felt ill-prepared when executing these procedures. The following steps for this project required reviewing and adapting information from the existing clinical guideline materials condensing pertinent information into easy-to-use quick reference information sheets. Next, transcripts were outlined for short 2-minute video tutorials corresponding with each procedure on the quick reference sheets. These quick reference materials were designed using the cognitive and multimedia learning theories, which utilize clear verbal and graphic information that optimize deeper learning and recall. Finally, the implementation phase of this project introduced the quick reference information sheets on the medical unit, covering the skills necessary to manage both chest tubes and implanted ports. Additionally, recording the short video tutorials occurred while implementing the quick reference sheets was underway. It is planned that the QR codes will be added later to the quick reference sheets, allowing stakeholders to access the videos tutorial that correlates to each procedure. A survey of 10 medical floor nurses evaluated the utilization and helpfulness of the resources. The project's initial implementation results indicate a positive response from stakeholders to the quick-reference sheets. In addition, proxy outcomes show that nurses agreed on satisfaction, usefulness, and self-confidence survey questions regarding the use of the quick reference sheets. Future actions for this project are to add the video QR codes onto the quick reference sheets and implement these in the medical unit. It is predicted that a combined approach of using quick reference sheets and short videos will be an operative teaching method for advanced clinical skills of rarely encountered procedures, support clinical decision-making, and further enhance patient outcomes.Item Deepening human connection and understanding through diverse visual narratives in the ELA classroom(Montana State University - Bozeman, College of Letters & Science, 2022) Erickson, Tasheena Mesha Angel; Chairperson, Graduate Committee: Allison Wynhoff OlsenFor too long graphic narratives and film have been marginalized and excluded from English language arts (ELA) classrooms. Along with these modalities, the over use of the literary canon in classrooms has prevented voices of diverse races and cultures from being represented or heard in the stories teachers share with their students. This paper dives into all three of these topics: graphic narrative usage, film usage, and most importantly, diversifying the texts included in ELA curriculum. After presenting findings on each of these topics, an inclusive thematic framework has been included as a suggestion, a guide to teachers who wish to move away from the canon and towards a classroom that recognizes people across races, across cultures, and across modalities. This thematic framework includes text set suggestions, film suggestions, a grading guide for choice projects, and lists of questions that will help guide both students and teachers in their journeys to recognizing the human behind all stories.Item Investigating the efficacy of a collaborative evaluation model using visual research methods and concept mapping strategies to evaluate a professional learning program for teachers building competency in media literacy(Montana State University - Bozeman, College of Education, Health & Human Development, 2021) Vradenburg, Nicole Angeline; Chairperson, Graduate Committee: Sarah PenningtonThe purpose of this study was to investigate the efficacy of collaborative evaluation as a method for understanding and describing how a collaborative professional learning program for educators will improve their self-reported skills in media literacy while engendering them to deliberately employ media literacy practices in their lesson plans. The model investigated for this study had six phases and employed the use of surveys, collaborative discussion, and the creation of visual artifacts to gather descriptive data to answer research questions. This participatory approach to evaluation gave participating teachers the opportunity to evaluate the data alongside the researcher. The role of the researcher as the program evaluator and facilitator leveraged the collegiality and strong relationships developed over time to gather detailed data about the professional learning program and the self-reported growth in media literacy competency of the teachers. Facilitators of professional learning for teachers can employ a collaborative evaluation model to gather testimony form participants describing their experiences that will inform the design of future programs for teachers. Findings suggest that including teachers in the evaluation of the programs in which they participate is an effective evaluation strategy that increases the chances that the data collected will inform the future professional learning programs for teachers. This model is recommended for programs that are meant to support teachers in building their competency in a specific content area, such as media literacy, over time through collaboration with peers.Item Exploring the effect of science 'wonder' videos on high school student attitudes in science(Montana State University - Bozeman, College of Letters & Science, 2020) Hoffmann, Kathryn Jane; Chairperson, Graduate Committee: Greg FrancisStudent attitudes toward science affect their engagement with required learning in STEM courses, future career choices, and basic science literacy. My study worked with high school students enrolled in two classes each of Chemistry 1 and Integrated Chemistry-Physics and looked at the effect of a regular weekly program of a short, 'wonder' science video combined with a reflection journal to promote positive attitudes toward science and to develop student curiosity about science topics. Data was gathered through a variety of Likert-like surveys and written reflections about the videos. The results showed a definite increase in curiosity as evidenced by an increase in student-initiated questions and in positive responses to the surveys for both boys and girls in both classes but were especially strong for the girls. Additional effects included an increase in student discussion of science topics outside of class and an improvement in student perception of their ability to learn science. There was little observed effect on career plans as a result of this program. In conclusion, a regular program of weekly wonder science videos that present engaging science topics outside normal curricular topics is a minimally intrusive but effective way to increase student curiosity about science, to provide an opening for promoting and addressing student-initiated questions and to develop student science literacy.Item Chemotherapy education: standardizing education and improving knowledge retention through multimedia platform(Montana State University - Bozeman, College of Nursing, 2019) Norby, Sydney Lauren; Chairperson, Graduate Committee: Susan RaphPatients with a new diagnosis of cancer undergoing chemotherapy treatment receive an overwhelming amount of information at the start of their journey. At a northcentral Montana healthcare agency, it was observed that patients were not retaining the chemotherapy education provided to them, which can negatively impact their timeliness of recognizing and reporting symptoms. The purpose of this project was to determine best practice, standardize the chemotherapy delivery process, and implement multimedia into chemotherapy education delivery in hopes of improving knowledge retention. A chemotherapy education checklist was developed to standardize the information delivered to patients during their chemotherapy education. Prior to their education, patients were asked to answer a seven-question pretest. Before their first day of treatment, patients followed a link to watch the Chemotherapy Basics video created by the Cleveland Clinic. On their first day of treatment, patients answered the same seven-question post-test and their scores were analyzed. Patients showed improvement in their post-test scores after the education intervention. The results of this project suggest that the addition of multimedia to the chemotherapy education process coupled with a standardized education checklist improves knowledge retention of patients.Item Science fiction video supplementing earth science instruction(Montana State University - Bozeman, College of Letters & Science, 2019) Buehler, Dylan Craig; Chairperson, Graduate Committee: Greg FrancisThe ability to ascertain fact from fiction is becoming increasingly important for the human population. Without a solid foundation of science, mistruths about our world and solar system could be observed in popular science fiction movies and blindly accepted as science facts. The purpose of this study was to observe the effect of supplementing scientific instruction of space with the help of popular science fiction movies. Four chapters were taught alternating non-treatment and treatment. The non-treatment units were given lecture with teacher directed notes, projects associated with content, and an end of chapter test. Treatment chapters were given the same instruction with the inclusion of science fiction media clips with a discussion during and following the clips. Students were given Likert surveys, misconception probes, chapter tests and formative assessment throughout the study. Qualitative and quantitative data was analyzed to see if any changes occurred due to the inclusion of the treatment. Results indicated students enjoyed the inclusion of science fiction media in the classroom, but it did not indicate better test scores.Item Energy and work instructional strategies in general physics(Montana State University - Bozeman, College of Letters & Science, 2018) Tschanz, Chad M.; Chairperson, Graduate Committee: Greg FrancisIntroductory physics students have demonstrated unsatisfactory learning gains after traditional energy instruction. Energy instruction was adapted to include pictorial system diagrams, energy bar graphs, and interactive physical modeling. Learning gains of students who received adapted instruction was compared to students who received traditional instruction. Students who participated in the adapted instruction showed slightly greater gains in interpretation of lab data compared to those students who received traditional instruction. There was no significant difference in gains noticed on traditional assessments of work and energy concepts. No significant differences in preference for student-led interactive physical modeling over traditional instruction was found.Item An investigation of four remediation techniques in the science classroom(Montana State University - Bozeman, College of Letters & Science, 2018) Rice, Jocelyn Mandy; Chairperson, Graduate Committee: Greg FrancisThe goal of this research project was to determine which of four teaching strategies was most effective as a remediation technique. The four strategies included table manipulatives, concept mapping, interactive science notebook journaling, and a flipped classroom approach. Over the course of eight instructional units, students were exposed to each strategy twice during a mid-day remediation and enrichment period called the GAELS period. The results of this investigation suggest that each of the four strategies were effective for improving students' test scores from pre to post-test for at least one unit, but some strategies worked better for one unit than another, sometimes producing a large normalized gain for one unit, and a negative normalized gain for another. Overall, concept mapping produced the largest gain from the study, 31%, when used with the cell transport unit.Item Effects of video lecture on students' mastery of engineering design software(Montana State University - Bozeman, College of Letters & Science, 2018) Robbins, Austin Douglas; Chairperson, Graduate Committee: Greg FrancisVideo based tutorials can be found for nearly any topic piquing one's interest. This study analyzes the effects of video-based instruction by comparing it to live lecture instruction in a high school introduction to engineering course. The study measured students' rate of mastery of basic modeling skills in Autodesk Inventor, a three-dimensional design software. Using Likert surveys and student interviews, students' disposition toward learning the software and personal preference for type of instruction were also recorded. The results indicated that video lecture instruction increased students' rate of mastery and retention of basic modeling skills and was students' preferred method of instruction for new material.Item Exploring the perceived beneftis of the flipped classroom in a community college medical terminolgy course(Montana State University - Bozeman, College of Letters & Science, 2017) Shoemaker, Jeretta; Chairperson, Graduate Committee: Walter WoolbaughStudents today are managing many aspects of life outside of school obligations, resulting in missed class time and less exposure to lecture material. Flipped classroom techniques have been said to influence students' flexibility of personal time for learning, as well as academic achievement and overall course enjoyment. The purpose of this study was to identify benefits associated with the utilization of flipped classroom techniques, for both the students' and the instructor, in a college level Medical Terminology course. Data collection tools were developed to identify trends in these focus areas. During a five-week time period, flipped classroom techniques (treatment) were employed alternately with the standard lecture style, while covering four units of material. During the treatment students' watched short videos via the colleges' learning management system on their own time prior to class. This freed up class time for interactive learning with the use of engaging peer-to-peer activities, and completion of what would typically be considered homework materials. On alternate units, lecture was delivered with the standard didactic method previously employed, and homework assignments completed on their own time. If, after lecture was completed and time allowed, interactive activities were implemented during class. Results indicate no difference in student academic success between the two teaching methods. Student enjoyment of the course was markedly improved (28%), as well as increased flexibility of personal time (22%) with the treatment. Instructor benefits included an increased enjoyment of teaching, increased curriculum flexibility, and improved instructor-student relations. The instructor preparation time associated with the initial use of the treatment initially felt prohibitive, but the resulting benefits for all study subjects involved negated this.