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 decrit les experiences de femmes qui utilisent une technologie combinant l'imprime et le CD-ROM multimedia, dans un cours destine a des infirmieres professionnelles. Ces femmes, provenant de communautes de la Nouvelle-Ecosse, sont inscrites a un programme de baccalaureat a distance en sciences infirmieres. Cinq entrevues menees lors de groupes de discussion (CD-ROM : 3 groupes; imprime : 2 groupes) ont permis d'identifier les besoins, les interets et les experiences de ces infirmieres en exercice, relativement a ces approches. Les descriptions fournies par les participantes a propos de leurs experiences d'adultes etudiant a distance et utilisant l'imprime et le CD-ROM pour etudier en sciences infirmieres comportent une richesse d'informations susceptibles d'orienter les politiques de diffusion et de developpement de cours. La description des experiences de ces femmes fait emerger six themes d'interet. L'etude souligne six principes pour guider la selection et l'utilisation des medias en formation a distance et recommande d'integrer a la fois les technologies s'appuyant sur le CD-ROM et sur l'imprime comme strategie efficace de diffusion, plutot que d'utiliser l'un ou l'autre exclusivement.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 teacher head, 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".