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Journal of Community & Public Health Nursing | ISSN: 2471-9846 | Volume 4
December 05-06, 2018 | Chicago, USA
Registered Nurse and Nurse Practitioner Meeting
21
st
World Congress on
Nursing Education and Management
&
Using interdisciplinary teaching to illustrate the relationship between nursing specialties & statistics
Dale Hilty, Bev Gish, Jody Gill-Rocha, Erin Dougherty, Kerry Fankhauser, Mary Yoder, Patty Severt
Mount Carmel Collage of Nursing, USA
It is hypothesized that interdisciplinary team-teaching with cognitive-affective strategy would increase student engagement by
demonstrating relationship between nursing specialties and statistics.
Many students come to college with rudimentary understanding of statistical principals. Students report high levels of
motivation and self-efficacy for nursing courses, and low levels of motivation and self-efficacy for the statistics course based
on past beliefs, attitudes, and experiences. They also lack the critical thinking skills necessary to apply statistical principles
in order to understand the profound impact of evidence in nursing. This difficulty is compounded by their apparent lack of
passion about statistics, resulting in an inability for the knowledge to take root.
The Health Statistics is designed to introduce the nursing students to statistics. Seven nurse faculty offer 20-minute presentation
in their area of expertise (e.g., angina, hypertension). Statistics faculty provide a 10-minute demonstration converting nursing
constructs to nursing research variables with hypothetical-fictional data based on published findings. Students received a
graded worksheet assignment and interpreted the SPSS findings based on ANOVA and linear regression.
First, pre-post (five knowledge/comprehension questions) data showed significance (p=.001-.031) using dependent t-test.
Second, qualitative theme analysis reported students found meaning, relevancy to nursing practice. Third, thirty students
volunteered to design and implement research projects not for class/grade for the purposes of developing a professional poster.
Four, the interdisciplinary team reported experiential learning while designing the guiding worksheet questions which students
applied to patient care and self-care.
Biography
Dale M. Hilty, Associate Professor at the Mt. Carmel College of Nursing. He received his PhD in counseling psychology from the Department of Psychology at The
Ohio State University. He has published studies in the areas of psychology, sociology, and religion. Between April 2017 and April 2018, his ten research teams
published 55 posters at local, state, regional, national, and international nursing conferences.
dhilty@mccn.eduDale Hilty et al., J Comm Pub Health Nursing 2018, Volume 4
DOI: 10.4172/2471-9846-C4-012