The Learning Needs and Experiences of Women Using Print-based and CD-ROM Technology in Nursing Distance Education
Bibliographic record
Abstract
This article describes women's experiences using print-based and multimedia CD-ROM technology to deliver a nursing course to registered nurses from communities across Nova Scotia enrolled in a distance education BScN program. Five focus group interviews (3 CD-ROM groups and 2 print-based groups) were conducted to identify the learning needs, concerns, and experiences of women as working nurses related to these approaches. Participants' descriptions of their experiences as adult distant learners using print-based and CD-ROM technology to learn nursing provide rich data that can help shape course delivery and development policies. Six major themes emerge as descriptive of the women's experiences. The study outlines six principles to guide the selection and use of media in distance education and recommends the integration of CD-ROM and print-based technologies together as an effective delivery strategy rather than exclusively one or the other. Cet article décrit les expériences de femmes qui utilisent une technologie combinant l'imprimé et le CD-ROM multimédia, dans un cours destiné à des infirmières professionnelles. Ces femmes, provenant de communautés de la Nouvelle-Écosse, sont inscrites à un programme de baccalauréat à distance en sciences infirmières. Cinq entrevues menées lors de groupes de discussion (CD-ROM : 3 groupes; imprimé : 2 groupes) ont permis d'identifier les besoins, les intérêts et les expériences de ces infirmières en exercice, relativement à ces approches. Les descriptions fournies par les participantes à propos de leurs expériences d'adultes étudiant à distance et utilisant l'imprimé et le CD-ROM pour étudier en sciences infirmières comportent une richesse d'informations susceptibles d'orienter les politiques de diffusion et de développement de cours. La description des expériences de ces femmes fait émerger six thèmes d'intérêt. L'étude souligne six principes pour guider la sélection et l'utilisation des médias en formation à distance et recommande d'intégrer à la fois les technologies s'appuyant sur le CD-ROM et sur l'imprimé comme stratégie efficace de diffusion, plutôt que d'utiliser l'un ou l'autre exclusivement.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.004 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".