A Proposed Audio Lecture

Lyceum Northwestern University Graduate Studies
A Proposed Audio Lecture of Peri-Operative Nursing
Jan Patrick S. Arrieta, RN, RM, RPT, CTN
A Research Proposal
March 2012
Lyceum Northwestern Unviersity Graduate Studies
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Abstract Jan Patrick S. Arrieta, RN, RM, RPT, CTN. A Proposed Audio Lecture of Peri-Operative Nursing, Graduate Studies, Lyceum Northwestern University, Dagupan City, Pangasinan, Philippines, March 2012. The plethora of instructional methods and materials are employed to bring about the biggest contributions to the learning process. An audio lecture is one such avenue that takes advantage of the Learning Pyramid, therefore, a promising frontier of the educators arsenal. The research aimed to gauge the commonly used methods and materials for instruction and propose the creation and eventual use of audio lecture by measuring its satisfaction, acceptance, and clamor. The research centered on the students as the primary representative sample who experiences the learning process and included faculty members for additional scrutiny of the audio lecture as a viable tool in teaching. The results were positive in that both the students and the faculty perceived that the audio lecture to be satisfying, acceptable, and clamored for. When tested, the material was comprehensible enough which resulted to learning as verified through a posttest. In the end, audio lectures have been used extensively in western universities and the research proves it as a successful tool in education.
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Acknowledgement The beginning and end of this paper is rooted in gratitude to the men and women, and to the institutions, who and which in ways, minute or elephantine have imparted something which has made an impact in the completion of this work. To Colegio De Dagupan and the College of Nursing which has been the setting for the research. It has served as a pool of data and the recipient of academic repercussions sourced from it. To the students, the very reason this endeavor was undertaken. To Lyceum Northwestern University Graduate Studies, for the reason to excel and prove oneself. To Dr. Brando Solis, for unwavering guidance and friendship. To my mom, this manuscripts superlative dedication. JPSA
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Table of Contents Content Title Page Abstract Acknowledgement Contents List of Figures List of Tables Chapter I The Problem Rationale Theoretical Framework Conceptual Framework Schematic Diagram of the Conceptual Framework of the Study Statement of the Problem Assumptions Scope and Delimitation of the Study Importance of the Study Definition of Terms II III Review of Literature and Studies Methodology 1 8 20 23 27 Title Page i ii iii iv vi vii
27 28 28 30 34 38 64
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Content
Title Research Design Sources of Data Instrumentation and Data Collection Procedure Tools for Data Analysis
Page 64 65 66 72 75 93 93 96 98 104
IV V
Presentation, Analysis, and Interpretation of Data Summary, Conclusions, and Recommendations Summary Conclusions Recommendations
Bibliography/ References Appendices A B Letter to the Dean of Colegio De Dagupan - College of Nursing Sample Questionnaire (Teaching Strategies in the Instruction of Medical-Surgical Nursing) Sample Questionnaire (Overall Satisfaction of Listening to a Recorded Audio Lecture)
101 102
103
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List of Figures Figure 1.1 1.2 Learning Pyramid Diagram of the Conceptual Framework Title Page 24 26
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List of Tables Table 3.1 4.1 4.2 4.3 4.4 4.5 Title Listening Test Scores Instruction Methods Instructional Materials Posttest Scores Summary of Posttest Scores Frequency Distribution and Percentage of General Inquiries from Student Sample Frequency Distribution and Percentage of Acceptance and Clamor for Audio Lecture from Student Sample Frequency Distribution and Mean Satisfaction in Packaging of Audio Lecture from Student Sample Frequency Distribution and Mean Satisfaction in Content of Audio Lecture from Student Sample Frequency Distribution and Mean Satisfaction in Delivery of Audio Lecture from Student Sample Frequency Distribution and Percentage of General Inquiries from Faculty Sample Frequency Distribution and Percentage of Acceptance and Clamor for Audio Lecture from Faculty Sample Page 69 75 76 78 83 84
4.6
85
4.7
85
4.8
87
4.9
87
4.10
88
4.11
89
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Table 4.12
Title Frequency Distribution and Mean Satisfaction in Packaging of Audio Lecture from Faculty Sample Frequency Distribution and Mean Satisfaction in Content of Audio Lecture from Faculty Sample Frequency Distribution and Mean Satisfaction in Delivery of Audio Lecture from Faculty Sample
Page 90
4.13
91
4.14
91
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CHAPTER I THE PROBLEM Collegiate education can be described to be one of the most challenging periods of a students life. Here, the student is faced with heavier and broader academic demands than ever before. Likewise, the student is given an extensive liberty in college than in high school and elementary. The rigidity of learning is starting to blur once the student is already in the collegiate halls. The student is also expected to handle great amounts of information as he filters through the course program. What could be observed in this period is the heavy demand for conglomerating information into packaged sizes which the student can have access to. The information age has dawned upon a new generation of students. At this time, computers, tablets, smart phones, and media devices flooded the market with the student population as one of the most insatiable consumers. We can observe that almost every person has a mobile phone. What mobile phones can do could range from making calls, sending SMS, playing music, taking photos, watching videos, and browsing the world wide web. Distance, time, and most importantly, ignorance are being bridged by technology
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and communication. This wave of change has affected how students acquire information and in formality, an education. The internet, with its intertwining coverage of the world has left no stone untouched by its massive envelopment. The student who may possess the most up-to-date devices such as tablets and other media devices may tap into this vast resource of information. The student is also enabled to upload information that he created or someone else for that matter and be shared to other people hooked on to this gargantuan megastructure of information highways. Possessing information is possessing knowledge; with this statement alone, we can already deduce that if we can acquire information, we can get an education, for what is it that we get when we enter the lecture hall? information and knowledge. Another avenue for formality in the conduct of education would be the authorized packagers and deliverers of information the schools, colleges, and universities. It is within their edifice that information, deemed necessary for the completion of a program are given. We can take note that this has been the traditional and foolproof way of providing education to the masses. We all have seen the escalation of a student from elementary to high school and
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eventually, to college. There is a ladder that the student climbs in our predominant structure of education and that this system is resonated across the world. And in free market capitalism, education is crucial in order for a person to get a job. We have seen classifieds that reverberate the need for a college degree. And that each of the college programs makes a person suitable for a specialized job function. We can derive at a conclusion that education and skill are the common dictators for future employment. Knowing this, it greatly increases the importance of education. When a student has finished high school education, he has the option of enrolling in another higher education edifice to complete tertiary education. The student will be given education in the traditional to contemporary methods. We can observe and conclude that the most common methods being used by professors and instructors in the classroom is the lecture method. Its traditional roots have not dampened its glamour. Other instructors would augment the learning experience with the use of instructional materials such as computer-processed slides (using a popular program, Microsoft Office PowerPoint, or equivalent programs). The instructor may also shell out printed copies of the
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lecture outline for the students to refer to as an easy summary of the lecture. These methods are very common among colleges and universities. Taking into consideration the antecedent discussion of acquiring information, education, and the advent of computer use, we need to adapt to the inevitable changes that are shaping every facet of human life. We also need to take into consideration that education can be delivered by a host of professionals including nurse. The nurse is an accidental educator. Without formal training in the field of teaching, the nurse may be ill-equipped with the principles needed to teach. It is seemingly as though that the nurse acts with the method of knowledge transference by conveying information he has previously learned but without the preparation to properly perform the teaching function. The nurse may mimic the teaching methods of a mentor and use it as his own. The standards or metrics for appropriate grading may be unknown to this accidental teacher. However, this can be circumnavigated with the pursuit of continuing education which will arm the nurse with the necessary information in order to mold her into a teacher.
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Nursing education is one that requires an immense knowledge base and technical skills in order for a student to succeed. Armed with information, the student can metamorphose into the professional. There is a challenge now on how to provide education to nursing students. With the aforementioned predominant instructional methods and the changing times, now is a great time than any to start an education revolution. The Philippines is admittedly a third world country, in that there is a long lag time with global developments. This is echoed in the field of education. When other countries have experimented and implemented a host of other methods of teaching, we have merely heard about it. This should not be the case. Most of us will agree that we want to be globally competitive and up-to-date, therefore, it is high time that the changes needed in the status quo be made in order for our educational system to progress and be at par with the worlds best. This is not a dream; we can make this a reality. Many universities and colleges now have ventured into distance learning or e-learning. Aided with computers and the information superhighway, education has reached places beyond the four walls of the lecture room. However, most distance learning packages information through digitized text sent through the
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Internet until it reaches the subscribing student. We can create alternative forms of digitized information which will not only engage the reading and comprehension abilities of student, but with the addition of another sensory reception that can be of great aid in getting information. In comes the evident and proven use of recorded lectures or audio lectures. We can already imagine that facts and figures, generally written words come to life as auditory inputs. With the widespread use of media devices aforementioned in the antecedent discussion, we can make use of audio files containing learning materials and learn key concepts with the use of hearing. When recording was made possible through vinyl recordings, cassette tapes, and the mainstay compact discs, digital video discs, and even through flash drive memory, we can process, store, and retrieve aural data through a media device capable of playing the stored data. If you possess a mobile phone with a built-in media player, all you need to do is to transfer a recorded lecture onto the memory of the mobile phone and play it. And with new processes of data encoding and storage, we can store prodigious amounts of data on a memory chip. Dont just think of one textbook in a
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memory chip, imagine a library stored in the palm of your hands. This is the future of education. Internalizing technology into education is of great help. What can only hinder us in this endeavor of change would be the encoding of data. At this time, it is no longer a problem to accumulate data. If we are going to tackle on the file sizes of songs stored in a memory chip, a standard two gigabyte memory chip can already hold 48 hours of continued audio playback. Translating this in the field of education, we can already listen to a 3-unit course if traditionally given in lecture form. Imagination is our ally in this venture for developing audio recordings of lecture sessions. The immense data that can be collected from professors and instructors when they lecture can be stored and retrieved to infinity. Imagine an entire semester stored in an iPod. The implications of using an audio learning resource are infinite. We can agree that along the line of benefits there will be some negative feedback. However, knowing that potential problems may arise should not hinder the development of such a lucrative undertaking. We must explore the possibilities of developing and implementing audio lecture in our collegiate system. It should be
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reverberated over and over again, change is inevitable. It would be suicidal if we go against the tide of change. Rationale Schools have been created by society to achieve certain goals; that is, to ensure that the citizens would be able to cope and deal with the never-ending rate of change experienced by the nation. As the accelerated urbanization and technological revolution in communication and travel, the challenge that rests upon the school is to be globally competitive in their responsibility of molding, shaping, and harnessing the potentials of the nations 21st century citizens. The demand, therefore, is for the schools to undertake this challenge through a process called education. Education is a social process by which a community, society or nation seeks to transmit to its emergent generation those aspects of culture considered fundamental and vital for stability and survival (Vander Zanden, 2007). It is in the process of education that information necessary to sustain life and its progression is transmitted to other, starting very early on in life. We can recall that as long as the senses and cognitive function are already
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absorbing information like water with a sponge, the learning process has begun. Education can be participated in by many professionals, ranging from the traditional professional teacher to nurses. Here we must note that between this range would be the long list of professionals who have their individual specialties and foci of learning. One of the many facets of education is education in the health sciences. Here the collective learners would have acquired knowledge on the myriad of things biological, sociological, and to an extent, the philosophical. Carpenter and Bell (2003) elaborates that education in health care today for both the patient education and nursing staff or student education is a topic of utmost interest to nurses in every setting in which they practice; and that teaching is a major aspect of the nurses professional role. This is visibly so because the line of professionals shall cease to exist when the chain of education ends. The responsibility of professional nurses extends to the greater society by producing nurses for the future. Nurses playing the role of teachers can make use of a plethora of teaching methods and materials. De Young (2009)
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explains that audiovisuals, collectively, can greatly enhance teaching and can add interest and stimulation to the classroom. They can address all three modes of learning the cognitive, affective, and psychomotor. We can already forecast the myriad of benefits that learners can reap from the usage of such media in learning. But De Young also cautions that if used inappropriately, they can simply become time fillers and entertainers, which do not serve a real purpose. She adds that it is important for the educator to know what media are available, how to select them, and how to use them effectively. To continue along this line of thought, we must know the process of selecting a medium. It is a matter of question on how does an educator begin to select the appropriate media and how and when should they be used. Surely, the decisions for these questions are based on a number of factors. Musinski (1999) states that the nurse educator functions in a vital role of facilitator by providing guidance and support for learning. To elaborate, the educator may rely on one method predominantly (ie. lecture) serving as the primary backbone for delivery, it may be combined with another method (ie. lecture with opportunities for questions and answer periods and short discussion sessions being injected
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during the lecture period). De Young (2009) follows that the chief determinants are the learning objectives along with (1) audience characteristics size, diversity, learning style preferences; (2) educators expertise; (3) potential for achieving learning outcomes acquisition, retention, and recall; (4) cost effectiveness; (5) instructional setting; (6) evolving technology. It is therefore the task of the educator to assess which media best meets the learning objectives. Bastable (2008) confirms this by stating that there is no one perfect method for teaching all learners in all settings. She adds that neither can any approach change behavior in all three domains for learning. Whatever the method chosen, it will usually be most effective if used with conjunction with other instructional techniques and tools to optimize learning. The educator may go through the list of traditional methods such as lecture or discussion while other educators may opt to use contemporary methods to transmit information. Innovative teachers use technology to broaden and add variety to the opportunities for teaching and learning. They continue to increase the level of their own skills by taking advantage of the advances in technology to introduce and coach others in new ways of learning. They recognize that the sophisticated use of technology is a
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primary skill that will be needed for educational programs of the future. The use of different types of technology assists the teacher in helping learners meet their individual needs and styles of learning. Technology has the potential for making the teachinglearning process more convenient, accessible, and stimulating (Bastable, 2008). One such example is the use of an audio recording. Bastable (2008) explains the use of audio technology has not been used to any great extent for educational purposes until recently. This method has been a useful tool for the blind or for those with serious visual or motor impairment. However, with significant advances in audio software and hardware, as well as adopting audio technology for more than purely commercial use, audiotapes, compact discs, and radio have become more popular tools for teaching and learning. These resources can be used to relay many different types of messages, can help learners who benefit from repetition and reinforcement, and are well suited for those who enjoy or prefer auditory learning. They are useful adjuncts for teaching individuals who are illiterate or low literate. The audio recording can come from a cassette, a compact disc, a digital video disc, or an mp3 file. The aforementioned materials can
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be used with a number of devices, with the latter played on an mp3 player (an iPod, for example) or computer. Cassette tapes and CDs are very popular formats today. Use of these media by educators has been growing. The biggest advantage of cassettes and CDs is their practicality. Compact discs have replaced traditional vinyl records and in many instances are rapidly replacing traditional audiotapes. The major advantage of CDs is their superior fidelity, which does not deteriorate over time. They are small, portable, inexpensive, simple to operate, and easy to prepare or duplicate; required cassette recorders are also inexpensive, and the widespread presence of portable disc players makes CDs a very reasonable alternative. Audiotapes are a powerful tool to augment or reinforce information previously presented in other formats, to receive taped feedback from instructors, or to be exposed to information not easily available or accessible. For example, recorded lung sounds, which allow comparison between normal and abnormal breathing, are available in both cassette and CD form. Audio cassettes on a variety of health topics, from stress reduction to programs on how to quit smoking, can be prepared specifically to meet the needs of a learner by reinforcing facts, giving directions, or providing support.
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As an example, Hagopian (1999) describes effective use of audiotapes for increasing knowledge and self-care behaviors of persons undergoing radiation therapy. Naperstek (1993) developed a large line of audiotapes and CDs on guided imagery that are being used by practitioners and patients dealing with illness, surgery, and broad treatment modalities. If the tapes are instructor-made, the learner derives much comfort from hearing the instructors familiar voice and reassuring words. This tool has been used extensively by Exelsior College, a distance nursing degree program, to provide feedback to students on the results of their examinations. Information on audiotapes and CDs can be listened to at the leisure of the learner and reviewed as often as necessary. They can be used almost anywhere, such as in the home, office, clinic, or hospital setting, and can be played simultaneously driving a car or fixing a meal, thus filling in what normally would be considered wasted time. Developing a sizable library of tapes is well within the capability of most instructors thanks to this mediums low cost and easy storage. Pictures, diagrams, and printed handouts can accompany these instructional tools to fit the needs of a variety of learners. The versatility of CDs for application to education us currently growing
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at a rapid rate in academia and will certainly affect patient and staff education in the near future. As with all technologies over time, the cost is becoming very reasonable, and the hardware availability for healthcare education is rapidly increasing. The disadvantages of using audiotapes and CDs are few. The biggest drawback is that they address only one sense hearing and, therefore, cannot be used by hearing-impaired individuals. Also, some learners may become easily distracted from the information being presented unless they have visuals to accompany the recorded information. There is also no opportunity for interactive feedback between the listener and the speaker. As with any medium, audiotapes and CDs should be used only as supplements to the various methods of instruction. De Muth and Bruskiewitz (2006) compared CD-ROMs and teleconferencing as the delivery methods for course content. According to them, CD-ROM course evaluation was higher than the latter. Also, the CD-ROM was found to very worthwhile, and that the recipients felt they had a greater understanding of the significant new therapies discussed, and had a greater sense of fulfilling their personal objectives.
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Becoming more popular than CDs would be the use of proprietary devices such as an Apple iPod . Read (2007) expressed that many college classrooms these days may as well have lighted signs over their doors that read "On Air" or "Recording in Progress." A growing number of professors are recording their lectures and making them available as podcasts regularly updated sets of audio files that students can download to their computers or MP3 players. Furthermore, Some campus administrators have expressed surprise that podcasting lectures also known as coursecasting has piqued the interest of so many students and professors. But others note that it's not hard to understand podcasting's appeal. The technology gives professors a chance to meet students on their own turf: After all, students often seem to be joined at the hip, literally, with their iPods. It is easy to imagine students using the devices to make up for lectures they missed, or to brush up on key concepts as final exams approach. The technology is pushed even further with the use of Apples software, iTunes. This software allows a user to have access to iTunes U, which could be said to be a depository of a host of learning resources ranging from audio to video podcasts created by the best schools abroad. People using the software also
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has the option of sharing their work on iTunes. When people create and distribute a course on iTunes U, theyll join a large and growing community of schools and institutions that are sharing their content with students and lifelong learners all over the world. iTunes U includes Stanford, Yale, Oxford, and UC Berkeley, along with other distinguished institutions such as MoMA, New York Public Library, and more. Students can use iTunes on their computer or the iTunes U app on their iPad, iPhone, or iPod touch to browse and download over 500,000 free lectures, videos, books, and other resources on thousands of subjects. (Apple.com) It is only a matter of viewing the material online and if possible downloading the material into the computer hard drive. Along with these would be a formative evaluative study conducted by Brittain, Glowacki, Ittersum, and Johnson in 2006. These researchers found out that audio lecture was the most preferred media with 66.1% (n=105) and that it has generated a positive effect on students exam claims 84.9% (n=105) who have used it. In their second pilot study, they have stated that information is abundant with the use of an iPod as a study aid.
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In another study published by Copley in 2007 illustrates the actual use of audio lectures as podcasts. According to him, podcasts is making a way for further development of distance learning. In addition, he states that several universities are now using podcasts to provide supplementary material for students. The students who have access to these podcasts can review and revise them. Also, he has stated several statistical evidence in the notoriety of using audio as a means to transmit information. Based from his study, students prefer to download an audio podcast rather than a video podcast. And that the use of an audio podcasts was rated at an average of 4.4 in a scale of 1 to 5 with 1 as useless and 5 as very useful. It clearly demonstrates that audio lectures are useful. There is also evidence of clamor in his work, wherein 93% surveyed said that they would like to have more lecture materials available in podcast form. Another study showing affirmative results for using audio lecture is by McKenzie (2008). According to her, listening to audio lectures is at least as effective as attending lectures in meeting learning objectives. The respondents in her study also rated access to audio lecture recordings to be an average 4.01 with 5 as very important (n=416) and that when the goal was to acquire
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information, in reality attending, the mean score was 4.09 compared to the 4.30 who answer how well listening (N=302). The respondents also rated listening to an audio lecture to be significantly higher than attending lectures in terms of acquiring information and clarifying what needs to be learned. This is supported in a published article by Tomlinson (2009) who also used tape/pamphlet independent learning packages to compare learning efficacy with that of its companion lecture. It was found out that the packages were at least as effective as the lectures in generating both short- and long-term attainment of their intrinsic learning objectives. In nursing education, Maag (2006) said that in order to meet the needs of the Net Generation, the faculty find themselves developing distance education course and technology. In similar application to nursing education, a comparison of two classes involving traditional lecture and podcast was made. Vogt, Schaffner, Ribar, and Chavez (2010) found out that the student were overall satisfied with the podcasting experience and reported positively on its portability and flexibility.
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Providing a summary, the process of selecting an instructional method requires prior determination of the behavioral objectives to be accomplished and an assessment of the learners who will be involved in achieving the objectives. Also, consideration must be given to available resources such as time, money, space, and materials to support learning activities. The teacher is also an important variable in the selection and effectiveness of a method. We are moving into a new trend of educating the students, we need to adopt to the these for fear of being left behind. We must allow technology to guide us into new frontiers of education. And the next direction for the country is to venture into using audio lectures in our campuses. Theoretical Framework Holding this study together would be the intertwining theories which the researcher anchors as the foundation for proposing the development and use of audio lectures. One of the theories needed to support this study is the learning theory known as information processing. This theory is a cognitive perspective that emphasizes thinking process: thought, reasoning, the way information if encountered and stored, and memory function
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(Sternberg, 2005 as cited by DeYoung, 2009). Tracking learning throughout the various stages is helpful in assessing what happens to information as it is perceived, interpreted, and remembered by each learner, which, in turn may suggest ways of improving the structure of the learning situations as well as how to correct misconceptions, distortions, and errors in learning. We will find out here that information processing takes several stages. The first stage in the memory process involves paying attention to environmental stimuli; attention, then is the key to learning. If the student is not attending to what the teacher is saying, probably because of some distraction, then, it would be wise to conduct learning at another time when the student is more receptive and attentive. In the second stage, the information is processed by the senses. This is where the study greatly anchors itself. Here it becomes important to consider the clients preferred mode of sensory processing (visual, auditory, or motor manipulation) and to ascertain whether there are sensory deficits. Since the study is focused on the sense of hearing as the avenue to receive the information, this theory will help us explain the need to incorporate an understanding of the senses to understand how audio lectures can be absorbed. In the third stage, the information
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is transformed and incorporated into short-term memory, after which it is either disregarded and forgotten or stored in long-term memory. Long-term memory involves the organization of information by using a preferred strategy for storage (ie., imagery, association, rehearsal, or breaking information into units). Kessels (2003 as cited by Bastable, 2008) state that in the last stage which involves the action or response that the individual makes on the basis of how information was processed and stored. Education involves assessing how a learner attends to, processes, and stores the information that is presented, as well as finding ways to encourage the retention and retrieval process. Along with this cognitive theory is Fleming and Mills (1992, as cited by Bastable, 2008) VARK Learning Styles. According to them, there are four categories or preferences visual, aural, read/ write, and kinesthetic. These four seem to reflect learning style experiences of their students. VARK is technically about a persons preference for taking in and putting out information. The study also ties itself to this work, because one learning style points to an aural learner. Aural learners enjoy listening to lectures, often need directions read aloud, and prefer to discuss topics and form study groups. We can take note that aural learner focus on the sense of
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hearing which information processing states is stage two in the process. The use of audio lectures being mainly targeted to be perceived through the sense of hearing is being supported by these two theories. Conceptual Framework To augment the strength of theoretical support in this study, the researcher has included the learning pyramid. This is the product of research from the National Training Laboratories (an adaptation, Bastable 2008) which depicts an important learning principle that, as extensive research shows, people retain information at a higher rate if they are actively involved in the learning process. The effectiveness of teaching and learning is greatly enhanced when instructional materials are used to stimulate multiple senses and modes of learning. The researcher would like to take advantage of this research in that, the audio lecture will target hearing for a retentive potential of 20%. It will be a matter of including speaking, with the use of questions and pauses for answering in the audio lecture to increase the retentive potential of audio lecture to 70%.
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Speeking and Doing (prac7cing with models and real objects) 90% Speaking and/or Wri7ng (Teleconferencing, worksheets, CAI) 70% Seeing and Hearing (videotapes, DVDs, television) 50% Seeing(slides, posters, pictures, photos, bulle7n boards) 30% Hearing (audiotapes, radio, CDs) 20% Reading (pamphlets, books, instruc7on sheet) 10%
Figure 1.1 Learning Pyramid Schematic Diagram of the Conceptual Framework of the Study The variables that are going to be studied here are the characteristics of audio lecture as to its packaging, content, and delivery and whether they can meet the satisfaction of students for their learning. Another concept to be considered would be the
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teaching process itself wherein the researcher proposes a budding instructional method to transmit information, which is an audio lecture. Given all of these concepts together, we can piece together a framework encompassing the teaching and learning process with audio lecture serving as the input, and the satisfaction of using audio lectures and learning as the output of the study.
Current Teaching Strategies
Incorporatio of Audio Lecture in Mainstream Education for Nursing
Overall Satisfaction; Acceptability, and Appeal
Proposed Audio Lecture - Perioperative Nursing as pilot
Evaluation of Comprehensiveness and Reliability
Transcribed Perioperative Lecture for Recording
Figure 1.2 Diagram of Conceptual Framework
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Statement of the Problem This study aims to create a veritable and acceptable audio lecture on Medical-Surgical Nursing. Specifically, it is targeted to answer:
1. What are the current teaching strategies being employed
in the College of Nursing of Colegio De Dagupan for teaching Medical-Surgical Nursing-Perioperative Nursing?
2. What material can be developed and presented to
enhance teaching Perioperative Nursing through modern technology avenues such as media devices?
3. How comprehensible are the materials as perceived by the
following in terms of the results of a listening test and posttest?

4. How acceptable and appealing is an audio lecture in
Medical-Surgical Nursing-PeriOperative Nursing as perceived by

a. Students b. Faculty 5. How do the students and faculty perceive the level of
satisfaction in the use of modern technology media
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materials for the teaching of perioperative nursing in terms of:

a. Packaging b. Content c. Delivery
Assumptions
1. Learning can be achieved through a variety of ways
dependent on the delivery of the content by the teacher.

2. Information can be transmitted through various channels
using human senses.

3. Involving multiple senses in learning a material will increase
the retentive potential. Scope and Delimitation of the Study This study is focused on discovering the predominant teaching strategy employed by the nurse educators in the teaching of Medical-Surgical Nursing in Perioperative Nursing. For this reason, the study would like to propose an audio lecture based on the existing curriculum, the CHED Memorandum Order No. 14 series of 2009 to serve as a standard for the Bachelor of Science in
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Nursing Program and on the teaching of a field of specialization Medical Surgical Nursing, particularly Perioperative Nursing. It could be noted that Perioperative Nursing is selected primarily because of the researchers interest in the field and likewise as a premier subject to start off this study on audio lectures. The target setting for the implementation of this audio lecture will be at Colegio De Dagupan, College of Nursing this site was chosen primarily because it is the base college of the researcher with a mass of participants available. The study will be limited theoretically by the content of the audio lecture. The researcher is aware of the myriad of content available for Medical-Surgical Nursing and Perioperative Nursing. The literature changes every so often that the content may not be up-to-date as it intended to be. This may serve as a platform for continuing revision of the audio lecture. Added to this would be the developments in the field that the researcher may not have access to such as journal publications and also the delayed release of textbooks in the country. Ergo, the researcher is limited to the available literature on Medical-Surgical Nursing on the time that the audio lecture is being developed. Furthermore, the researchers evaluation of overall satisfaction may point to a comparison
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between groups, while this exhibition is strong, the researcher may not have complete control over extraneous variables, such as the environment where the respondent is in; the concomitant activities of the respondent; other distracting stimuli the respondent is receiving; and the use of other learning methods or tools, which will affect the perceived satisfaction to allow comparison. Therefore, the researcher uses only data of self-report perceived satisfaction. Importance of the Study The researcher deems several imports of the outcome and process of this study. Primarily, as a reflection on the transition to digitized information, the researcher along with others who have interests in andragogy, distance or e-learning, intrinsic learning, the study is pushing for an enhanced learning experience not just confined to the classroom setting. Knowles (1984, as cited by DeYoung, 2009) was the best known to theorize about adult learning concepts which this study reverberates with. The respondents are collegiate students and are considerably adults. Andragogy pushes principles which separate the pedagogy-leaner from the adult learner. Kiely, Sandmann, and Truck (2004, as
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cited by DeYoung, 2009) states that teachers of adults should have confidence in the learners abilities to self-plan learning experiences which audio lecture is about and should him- or herself as taking part in a dialogue among equals. To the Commission on Higher Education and other agencies that are targeting continuing education, this study serves to propel adult learning wherein the greater weight is given to the intrinsic motivation of learners usually found in collegiate education and graduate studies. Augmenting to this would be the furtherance of using technology as an aid in educating the masses in their fields of interest wherein the public may have access to retrievable information with an auditory medium. The implications of stepping into the digital age will anchor Philippine education to be globally competitive in that an avenue for learning will be opened not just to those who are within the classroom but essentially to those who have the means of acquiring this packaged information. Talking about packaged information, digitization of information allows for storage and transfer of data without being physically manifest such as paper and books. As long as the data is secured in a data bank, it can be used over a long period of time without the physical requirements of space. Likewise, CHED will also benefit from the
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concept that revisions of digital data will be easier and is hastened primarily because it has already been encoded electronically, therefore, any changes deemed necessary can easily be put into place. We are aware that in the long run, almost all information will be digitized, and this study is already headed to that inevitable future. To the University Administrators and the Directors for Academic Affairs, the study will be of great help in the implementation of a new platform of educating the students. Along this line, they are enjoined in the conceptualization of other audio lectures to provide the students an alternative teaching method. Frontlining the evolution from traditional to futuristic education has fallen to the administrators in the call for change, for change is inevitable and necessary. This study will increase the data pool available to the university through digitization of data. To the Deans, this study will help them in implementing the curriculum with an added variance of delivery. As the immediate leaders of a college, they are also enjoined with the administrators in the use of technology to provide education to the hungry and eager-young minds of the youth. Deans will benefit from the study
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in such as a way that they are empowered by technology and are no longer cornered to stagnation but is moved towards dynamism in their colleges. To the Nurse Educators, this platform will bridge the gap between the teacher and the learner. When the information, if made available to an extensively large group, that is the college community, it is no longer the teacher who has to find, filter, and deliver. The teacher has been made the facilitator of learning rather than the source of information. Not just to ease the job of the teacher, but having audio lecture available increases the information that could be imparted to students. Learning has become flexible and is no longer confined to the rigid time schedule of classroom appearances. The teachers abilities are also stretched in the delivery of a learning content. They may still use traditional methods such as lectures and discussions, but now have an opportunity to modify them to include and advocate technology. To the students who are the main targets for the use of this study, they are greatly benefited in a way that it will satisfy their hunger for variety in learning experience in the classroom. They are also enriched by having this platform delivered by something
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that is growing with them emerging technology. Students miss lectures for a variety of reasons. It may be illness, a family crisis or perhaps a part-time job that clashes with one or more timetabled lectures. An audio recording of the lecture can help such students to keep up with the work of the class. Likewise, it is difficult to take in new concepts and methods the first time they are presented. Audio recordings allow the material to be revisited as often as necessary to comprehend the new material. And audio recording of lectures also offer students an opportunity to engage in independent learning. In addition, knowing that an audio recording of the lecture will be made available after the event frees the student from having to fully take or annotate notes during the lecture. This allows students to concentrate on the material being presented and to participate in any discussion that takes place (knowing that the discussion will also be available on the audio recording). Definition of Terms AAC. This refers to Advanced Audio Coding, a standardized compression and encoding scheme for digital audio.
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Andragogy. This refers to the science of teaching adults. Consists of learning strategies focused on adults. Audio lecture. This refers to a recorded learning material in the form of an audio file which could exist in a variety of file formats such as mp3 or AAC. Download. This refers to the process of acquiring digital files from a data server through an internet connection. iPod. This refers to an Apple brand music player. iTunes. This refers to Apple Computer Corporation's version of a multimedia player (computer application). If the computer is connected to the Internet and the person running the program requests access to Apple's site, iTunes can acquire content such as real-time radio broadcasts, audio, data files, and/or visual files from podcast sites, music files from Apple's iTunes store (some of these music files are free; some have a fixed fee), and course content through connection to iTunesU (see below). The home page for iTunes can be found at http://www.apple.com.
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iTunes U. This service, provided by Apple Computer Corporation, allows instructors of member institutions to upload multimedia files and related course materials to the iTunesU Web site. The recordings of the classroom sessions and supporting materials are accessed through the iTunes application by going to the iTunes store, then selecting podcasts. mp3. This refers to an audio file compression standard used by the recording industry. mp3 player. This refers to an electronic device capable of audio playback from saved mp3 files. Podcast. This refers to a set of audio files that pertain to one theme. These files are usually, but not always, obtained by requesting a subscription to the podcast site using proprietary software such as iTunes. The process of subscribing to a podcast usually begins with obtaining the address of the podcast. This is typically followed by a request from the software that any updates be automatically downloaded to the requesting computer whenever updates to the podcast site are made (as long as the requesting software is executing). Another way to obtain the files from the
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podcast site is to visit the location of the site using a World Wide Web browser directly. The user may then select from the list of audio files directly by clicking on the link (or image) of the audio file that is of interest. The audio files that are part of the podcast are in mp3 standard audio format and can be played by any computer.
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CHAPTER II REVIEW OF LITERATURE AND STUDIES This chapter presents the rich literature in education and the movement from selecting a teaching strategy to the use of technology. Carpenter and Bell (2002) gives us a definition of the education process as a systematic, sequential, logical, scientifically based, planned course of action consisting of two major interdependent operations, teaching and learning. They also point that since this process encompasses teaching and learning as a continuous cycle that involved two interdependent players, the teacher and the learner. Furthermore, the outcome of this process leads to desired changes in behavior. These behavioral changes foster growth in the learner and it should be acknowledged, growth in the teacher as well. Bastable (2008) opines that the education process has always been compared to the nursing process because the steps of each process run parallel to one another, although the processes have different goals and objectives. She further states that both processes provide a rational bases for nursing practice rather than an intuitive one. The education process, like the nursing process, consists of the basic elements of assessment,
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planning, implementation, and evaluation. The two are different in that the nursing process focuses on planning and implementation of care based on the assessment and diagnosis of the physical and psychosocial needs of the patient. The education process, on the other hand focuses on the planning and implementation of teaching based on an assessment and prioritization of the clients learning needs, readiness to learn, and learning styles (Carpenter and Bell, 2002). We would take note that the education process involves a teacher, and that teacher can be a nurse. For many years, organization governing and influencing nurses in practice have identified teaching as an essential responsibility of all registered nurses in caring for both well and ill clients. Bodenheimer and others (2002) have expressed that the role of nurses as teacher of patients and families, staff, and students certainly stem from a partnership philosophy and that is a learner cannot be made to learn, but an effective approach in educating others is to actively involve learners in the education process. Donner and others (2005) may negate the capabilities of the nurse as an educator in that although by license, nurses are expected to teach, few have ever had formal preparation in the principles of teaching and
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learning. A law significant for the acceptability of nurses as educators can be found in Republic Act No. 9173 known as the Philippine Nursing Act of 2002 which declares under Article V Section 27 that in order for a nurse to become a faculty of the college of nursing, she must be a registered nurse; have at least one year experience of clinical practice; is a member of good standing in the accredited professional organization of nurses; and be a holder of a masters degree in nursing, education, or other allied health sciences conferred by a college of university duly recognized by the Government of the Republic of the Philippines. Given all these precedents, the nurse, provided the qualification is legally allowed to teach. Under the same law, the nurse is also tasked to guide and supervise nursing students giving the nurse authority in the teaching function. The nurse-educator will also be facing students ranging across two age groups, from the adolescent period to young adulthood. It is wise to understand the qualities of the learners to facilitate the development of appropriate teaching strategies according to the learning. The adolescent period begins from age 12 up to 19 years. Adolescents vary greatly in their biological, psychological, social, and cognitive development (Santrock, 2006;
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Vander Zanden, et. al., 2007). Piaget (1951, 1952, 1976) termed this stage of cognitive development as the period of formal operations. Adolescents have attained a new higher-order level of reasoning superior to earlier childhood thoughts. They are capable of abstract thought and complex logical reasoning described as propositional as opposed to syllogistic. Their reasoning is both inductive and deductive and they are able to hypothesize and apply the principles of logic to situations never encountered before. Equipped with this arsenal of cognitive capabilities, the teacher may use audiovisual materials in the form of computers, audiotapes, videotapes, simulated games, and interactive discs using the hardware of TV, audiocassette tape players, and computers. These are comfortable approach to learning for adolescents, who generally have facility with technological equipment. As for the developmental stages of adulthood, the researcher would like to introduce the concept of andragogy which is a termed coined by Knowles in 1990 to describe his theory of adult learning. Andragogy is the art and science of teaching adults. He further states that education within this framework is more learner centered and less teacher centered; that is, instead of one party imparting knowledge on another, the power relationship
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between the educator and the adult learner is more horizontal. The period of adulthood constitutes three major developmental stages the young adult stage, the middle-aged adult stage, and the older adult stage. Our concern is the young adult stage. Because this group tends to be very self-directed in their approach to learning, young adults do well with written patient education materials and audiovisual tools, including computer-assisted instruction, that allow them to independently self-pace their learning. In choosing a teaching strategy for the adolescent and adult learner, the teacher must consider several factors. Bastable (2008) states that there is no one perfect method for teaching all learners in all settings. Neither can any approach change behavior in all three domains for learning. Whatever the method chose, she says, will usually be most effect if used in conjunction with other instructional techniques and tools to optimize learning. The importance of selecting appropriate methods to meet the needs of learners should not be underestimated. According to Musinski (1999), the nurse educator functions in a vital role of facilitator by providing guidance and support for learning. Even though a teacher may rely on one method predominantly, that single method is rarely adhered to in pure fashion and is often a combination of
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various methods. To illustrate this case, let us look at an example: the lecture method may be sued as the primary teaching strategy, with opportunities for questions and answer periods inserted during the session, also short discussion periods may be dispersed throughout the lecture period. Elucidating further on instruction, we refer to Rothwell and Kazanas (2004) who says that stimulating and effective educational experience are designed and are not accidental. Instructional strategy is the overall plan for teaching-learning experience that involves the use of one or several methods of instruction to achieve the desired learning outcome. An instructional method is the way information is taught that brings the learner into contact with what is to be learned. Some examples of methods are lecture, group discussion, one-to-one instruction, demonstration and return demonstration, gaming, simulation, role playing, role modeling, and self-instruction module. Instructional materials or tools, on the other hand, are the objects or vehicles to transmit information that supplement the act of teaching. Books, videos, and posters are examples of materials and tools used as adjuncts to communicate information.
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Giving rise to the importance of the vehicles by which information can be given would be the use of a variation of instructional materials. Instructional materials, which include print and nonprint media and the accompanying hardware and software needed for delivery, are the adjuncts used to enhance teaching and learning. Theses modes by which information is shared with the learner often are not considered in depth, and yet instructional materials represent an important, complex component of the educational process. Given the numerous factors impacting on both the teacher and the learner, such as the increase in staff workloads, the alternative settings in which education in now delivered, and the shrinking resources for educational services, it is imperative that the nurse educator understand the various types of audio and visual media available to efficiently and effectively complement teaching efforts. Instructional materials provide the nurse educator with tools to deliver messages creatively, clearly, accurately, and in a timely fashion. They help the teacher reinforce information, clarify concepts, and simplify complex messages. Multimedia resources serve to stimulate a learners senses as well as add variety, realism, and enjoyment to the teaching and learning process. They
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have the potential to assist learners not only in acquiring knowledge and skills but also in retaining more effectively what they learn. Many important variables must be considered when selecting instructional materials. The role of the nurse educator goes beyond the dispensing of information only; it also involves skill in designing and planning for instruction. Learning can be made more enjoyable for both the learner and the teacher if the educator knows what instructional materials are available, as well as how to choose and use them so as to enhance the teachinglearning process. Knowledge of the diversity of instructional tools and their appropriate use will enable the teacher to make education more interesting, challenging, and effective for all types of learners. Making appropriate choices for instructional materials depends on a broad understanding of three major variables: the characteristics of the learner, the characteristics of the media, and the characteristics of the task to be achieved. To support this, Weston and Cranston (1986) and Frantz (1980) assist us in selecting the best instructional materials by considering its three major components. Depending on the instructional methods used to communicate information, decisions also will have to be made
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regarding the media potentially best suited to assist with the process of teaching and learning. We have the delivery system, content, and presentation are the three major components of media that should be kept in mind when selecting print and nonprint materials for instruction. We will find out that the delivery systems deals with both the software and the hardware used in presentation of the information. As an example, the educator may use content on a DVD such as audio (the software) and the DVD player (the hardware). The choice of the delivery system is influenced by the size of the intended audience, the pacing or flexibility needed for delivery, and the sensory aspects most suitable for the audience. The second component is the content. The content or intended message is independent of the delivery system and is the actual information being communicated to the learner, which might focus on any topic relevant to the teaching and learning experience. When selecting media, the nurse educator must consider: the accuracy of the information being conveyed as to its being up to date, reliability, and authenticity; the appropriateness of the medium to convey particular information. Audiotapes and printed pamphlets, for example, can be very appropriate tools for sharing information to change
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behavior in the cognitive and affective domain but is not ideal for skill development in the psychomotor domain.; the appropriateness of the readability level of materials for the intended audience. We consider if the content is written at a literacy level suitable for the learners reading and comprehension abilities. The more complex the task is, the more important it is to write clear, simple, succinct instructions enhanced with illustrations, and that the content can be understood by the learner. Finally we conclude with presentation as the last major component of instructional materials. Weston and Cranston (1986) state that the form of the message, in other words, how information is presented, is the most important component for selecting or developing instructional materials. Springing from the presentation, in selecting audio lectures as the focus of the study, we now focus on audio learning resources. Audio technology, although it has existed for a long time, has not been used to any great extent for educational purposes until recently. For years, it has been a useful tool for the blind or for those with serious visual or motor impairment. However, with significant advances in audio software and hardware, as well as adopting audio technology for more than
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purely commercial purposes, audiotapes, compact discs, and radio have become more popular tools for teaching and learning. These resources can be used to help learners who benefit from repetition and reinforcement, and are well suited for those who enjoy or prefer auditory learning. They are useful adjuncts for teaching individuals who are illiterate or low literate. Bastable (2008) states that cassette tapes and CDs are very popular formats. Use of these media by educators has been growing. The biggest advantage of cassettes and CDs is their practicality. Compact discs have replaced traditional vinyl records and in many instances are rapidly replacing traditional audiotapes. The major advantage of CDs is their superior fidelity, which does not deteriorate over time. They are small, portable, inexpensive, simple to operate, and easy to prepare or duplicate; required cassette recorders are also inexpensive, and the widespread presence of potable displayers makes CDs a very reasonable alternative. Audiotapes are a powerful tool to augment ore reinforce information previously presented in other formats, to receive taped feedback from instructors, or to be exposed to information not easily available or accessible. For example, recorded lung sounds, which allow comparison between normal and abnormal breathing, are available
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in both cassette and CD form. Audio cassettes on a variety of health topics, from stress reduction to programs on how to quit smoking, can be prepared specifically to meet the needs of a learner by reinforcing facts, giving directions, or providing support. Information on CDs can be listened to at the leisure of the learner and reviewed as often as necessary. They can be used almost anywhere, such as in the home, office, clinic, or hospital setting, and can be played while simultaneously driving a car or fixing a meal, thus filling in what normally would be considered wasted time. Developing a sizable library of tapes is well within the capability of most instructors thanks to this mediums low cost and easy storage. Pictures, diagrams, and printed handouts can accompany these instructional tools to fit the needs of a variety of learners. The versatility of CDs for application to education is currently growing at a rapid rate in academia and will certainly affect patient needs and staff education in the near future. As with all technologies over time, the cost is becoming reasonable, and the hardware availability for healthcare education is rapidly increasing. The disadvantages of using audiotapes and CDs are few. The biggest drawback is that they address only one sense hearing- and, therefore, cannot be used by hearing-impaired
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individuals. Also, some learners may become easily distracted from the information being presented unless they have visuals to accompany the recorded information. There is also no opportunity for interactive feedback between the listener and the speaker. As with any medium, audiotapes and CDs should be used only as supplements to the various methods of instruction. The use of CD-ROMs to provide audio content has been tested by De Muth and Bruskiewitz (2006). They tested methods of delivery using teleconferencing and CD-ROM. The overall course evaluation ratings given by the participants in the CD-ROM group were higher (median of 5 = very satisfied) than those given in the teleconference group (median of 4 = satisfied) with respect to: (1) the subject matter of the course; (2) the value of the handout materials to complement the lectures (both groups received the same workbooks with copies of the speakers slides); and (3) the audio quality of each method. With respect to the audio quality, although the mean rating was lower for the CD-ROM, the median rating was higher. Almost 10% of CD-ROM users were dissatisfied with the audio quality of the CD-ROMs, compared to only 2% of teleconference participants who were dissatisfied with the audio quality of the teleconference. Poor audio quality was also the major
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complaint made by the CD-ROM study group. Also, there were several significant differences in the participants responses to other questions that were related to the delivery method used in the study. CD-ROM participants (1) were more likely to find the course very worthwhile; (2) felt they had a greater understanding of the significant new therapies discussed in the course; and (3) had a greater sense that their personal objectives were fulfilled. For all 3 questions, the median response from CD-ROM users was strongly agree, compared to the median response from teleconference users of agree. Finally, there is indication that the participants preferred CD-ROM rather than teleconferencing. Another research conducted by McKenzie (2008) supports the use audio recording in the delivery of lectures. She says that the increasing availability of audio recordings of lectures is having an impact on the role of the traditional lecture in universities. The reasons why students use lecture recordings have been well documented, however, less is known about the impact of listening to recorded lectures on the quality of the learning experience. In her study, undergraduate psychology students were asked to rate how well attending lectures and listening to audio recordings of
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lectures met a range of learning objectives. The results show that, compared to attending lectures, listening to recorded lectures was at least as effective in meeting the learning objectives, and even rated significantly higher than attendance in relation to acquiring information and clarifying what needs to be learned. Notwithstanding the limitations of the study, the results are encouraging in terms of the usefulness of lecture recordings in meeting the lecture needs of todays students, that is, if information transmission is the primary goal. To get a closer view of her data, we look at the importance of the students learning experience, the student rate access audio lecture recordings as 4.01 (5 = very important). Also, students rated listening to a recorded lecture as meeting the objectives to acquire information and to clarify what needs to be learned significantly more highly than attending lectures. This may lead to the point that students who have audio lectures may not need to attend class. A study by Larkin (2010) proves that students still attend classroom lectures. In the study, Results indicated that attendance remained high throughout the semester and while only a minority of students used the recordings, those who did found them to be helpful. Most students used them to either supplement their learning or to make
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up for a lecture that they had not been able to attend. This study provides evidence that contrary to popular belief, Generation Y students in general, do not aspire to replace lectures with downloadable, online versions. Many of the students in this study valued the opportunity for interactive learning provided by face to face teaching. In a paper, The Chronicle of Higher Education How to Podcast Campus Lectures by Read (2007), we are given an avenue of learning how to make, process, and distribute audio recordings to be used in the classrooms. According to Read, Creating a podcast requires a bit more effort and technical knowhow than many professors anticipate. So more and more colleges are trying to help professors who want to try out the technology. He offers us six key points to consider when planning to start podcasting programs. First, we should make it easy. In here, Read explains that tech-savvy lecturers may be perfectly comfortable recording themselves, toying with sound-editing software, and finding a way to post their finished products online. But to many professors, the technology still seems downright daunting. The task therefore is to make the process as simple and finite as it can through trainings and workshops, professors can become familiar with this
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technology. Second, we should start small. Being overly ambitious may not necessarily work out. The investment in podcasting is financially demanding, the institution who wishes to implement this program should start small, because podcasting programs tend to grow slowly. Third is but leave the room to expand, again, in terms of the software and hardware needed to grow would be financially taxing. However, this is still a worthy investment. Fourth, ask the student what they want. A recording of a great lecture doesn't do much good if students don't listen to it. Any college planning a podcasting venture must make sure that its public face is one that students will be likely to use. Fifth, read the fine print. If the institution would like to subscribe to other podcasting programs such as iTunes U, the institution needs to have a legal advisor present in order to avoid problems with content and usage. And sixth, we must think seriously of intellectual property. Podcasts, unlike streaming audio, can be downloaded permanently, and therefore can be easily passed from one person to the next. A professor's most probing insights may find an audience outside the ivory tower, but his or her most embarrassing faux pas could also be broadcast to a wider audience than ever before.
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More talk on podcasting, we have the work of Brittain, Glowacki, Ittersum and Johnson (2006), which deals more on podcasting lectures. They conducted formative evaluation in their study relating to the use of audio. Formative evaluation strategies are used routinely when developing computer-based instructional programs. In their first pilot study, using audio, either mp3 or AAC registered 66.1% as the preferred media; in addition, 66.1% used mp3 and AAC the most; and overall, the respondents report an 84.9% of having a positive effect on their exam grade. In the pilot 2 conclusion, they state that more information has been published about portable audio and iPods, high-quality audio production is clearly the most critical component. While the tools to create the audio files are becoming easier to use, the process still requires professional expertise. The results of the second pilot clearly indicated that a low-cost computer could easily capture highquality audio recordings of classroom lectures from the room PA system. In addition, automating the recording, processing, and posting workflow greatly reduced staff time. Dealing again in podcasting would be another study by Copley (2007). According to him Podcasts offer obvious opportunities for distance learning, but several universities are
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using podcasts to deliver supplementary lecture materials for campus-based students, extending the trend of using e-learning to improve learning performance in this context. The most common use of podcasting at present in the context of campus-based students involves instructors distributing podcast recordings of lectures for students to review and revise afterwards, given the relative ease of generating such podcast content. In his study, he compared the downloads of audio podcasts versus that of video podcasts. According to his gathered data, 68% downloaded an audio lecture versus 49% for video podcasts in Introduction to scientific writing; 51% downloaded audio versus 40 % downloaded video in Earliest signs of life and Origins of life; 100% downloaded audio versus 83% downloaded video in Reproduction at vents and seeps; and 66% downloaded audio versus 63% downloaded video in MSc key skills lectures. To add to this, the usefulness of audio podcasts was rated at an average of 4.4 on a five-point Likert scale (where 1 = useless; 5 = very useful). There was an overall enthusiasm for podcast lecture materials, with 93% of survey respondents indicating that they would like to see more lecture material available in podcast form, including respondents who did not download podcasts during the experiment. In addition
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to having access to podcast records of lectures, 86% indicated that they would also like podcasting of supplementary stand-alone materials, such as short revision summaries and briefings for assignments. In a paper by Lazarri (2009), he described an academic experience of podcasting, which involved a group of students of a course on multimedia communication and humancomputer interaction. In his study, these students acted both as users of the universitys podcasting service, and as creators of podcasted lessons. A comprehensive analysis based on the evaluation of the effects on student performance, on data from student satisfaction surveys, from interviews and from instructors observations provided encouraging results: Full-time students co-involved in lessons podcasting outperformed colleagues of the previous years and achieved higher levels of what we define as competitive agency, that led them to better understand the theoretical issues of the course and to more effective practical skills. This further supports the benefits that could be derived from the use of audio lectures. Within the sphere of nursing, nursing education has evolved from traditional pedagogical models to current methods using
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technology for knowledge acquisition. Maag (2006) says that in order to educate the increasing number of nursing students enrolling in nursing schools and meet the needs of today's 'Net Generation,' faculty find themselves developing distance education courses and using technology that was not even dreamed about a decade ago. To fulfill these responsibilities and prepare nurses in a knowledge-driven era requires educators to look beyond traditional horizons of educational practices and consider new technologies. Podcasting is one example of teaching methodology used in higher education. Studies demonstrate positive student satisfaction with podcasting, but there is limited data related to knowledge acquisition. The study by Vogt, Schaffner, Ribar, and Chavez (2010) examined the impact of podcasting on nursing student learning and satisfaction. In their work, two classes of junior baccalaureate nursing students had scores on selected exam questions compared. The 2007 class (n=63) had select content presented in traditional lecture format where the 2008 class (n=57) had the same content presented via podcast. Both methods used the same faculty and exam questions. The 2008 class completed a satisfaction survey. The results state that
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students were overall satisfied with the podcasting experience and commented positively on its portability and flexibility. In another study by Evans (2007), he compared podcasting with textbook use. Statistical analysis of the results of the study indicates that students believe that podcasts are more effective revision tools than their textbooks and they are more efficient than their own notes in helping them to learn. They also indicate that they are more receptive to the learning material in the form of a podcast than a traditional lecture or textbook. The study suggests that the use of podcasts as a revision tool has clear benefits as perceived by undergraduate students in terms of the time they take to revise and how much they feel they can learn. Coupled with the advantages of flexibility in when, where and how it is used, podcasting appears to have significant potential as an innovative learning tool for adult learners in Higher Education. In another paper by Fernandez, Simo, and Sallan (2009) they have found out that (1) podcasting is a powerful tool as a complement to the traditional resources on a course, but not a substitute for them; (2) the characteristics of podcasting increase the impression of permanent contact between students and
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teachers, increasing students motivation; (3) the use of podcasting allows for a diverse range of student skills and learning methods. A comprehensive review of podcasting was conducted by McGarr in 2009. Using several research works, he sought the ramifications of using podcasts in higher education. In the matter of increasing flexibility, the course material can be given in video and audio formats and is a characteristic of distance learning programs. Acquiring the material has also increased the learners flexibility because it could because automatic downloads are now possible. Citing Evans (2008), studying can be done when the opportunity rises such as when one is on the bus, train or car, at evening or weekends or during lunch breaks. As well as at its increased use in distance education programs, podcasting has also become popular on campus courses. The use of podcasts in education is gaining acceptance rapidly (Kennedy, Judd, Churhward, Gray, and Krause, 2008). Harris and Park (2008) also state that podcasting is being utilized not only to provide a repeat or summary of a lecturethis creates the relationship that is based on continuous communication and interaction between teachers and students. In addition, Williams and Fardon (2007)
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argue that the opportunity to replay and review past lectures through podcasting aids revision and comprehension. Extending the delivery of podcasts via servers, we have iTunes U. iTunes is primarily a media player from Apple but has so much implications in educations. iTunes University, a website with downloadable educational podcasts, can provide students the opportunity to obtain professors lectures when students are unable to attend class. To determine the effectiveness of audio lectures in higher education, undergraduate general psychology students participated in one of two conditions. In the lecture condition, participants listened to a 25-min lecture given in person by a professor using PowerPoint slides. Copies of the slides were given to aid note-taking. In the podcast condition, participants received a podcast of the same lecture along with the PowerPoint handouts. Participants in both conditions were instructed to keep a running log of study time and activities used in preparing for an exam. One week from the initial session students returned to take an exam on lecture content. Results indicated that students in the podcast condition who took notes while listening to the podcast scored significantly higher than the lecture condition (McKinney, Dyck, and Luber, 2008).
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This technology is reaching other departments in educational institutions. We consider the library to be the compendium of learning resources in schools. Here, audio lectures are tested again to deliver satisfaction to the student populace. In the paper, Digital Audio Lectures: A Librarys Path to Sustainability (2009), based on the presentation by Etter (2008), the digitization of lectures was the steps taken by the Robert Wood Johnson Medical School Media Library to accommodate the demands of its students. Starting from 1976, the library used cassette tapes to distribute lectures in audio form. Then in 2004, they have shifted to using digitized versions of lectures. It was in 2006 that the student body requested that the files be converted into mp3 format so that the files can be downloaded to iPods. And, between 2007 to 2008, the library set up a really simple syndication feed to reach more students. The library also performed a research wherein they surveyed the first- and second-year students using an 11-item questionnaire. The media library learned in part that 51.3% of all first- and second-year medical students felt that Audio/Lecture Editing/Posting was the most useful service the media library provided. Regarding access to digital material, 51.7% of first-year students and 45.7% of second-year students responded Yes to
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subscribing to the RSS feed available through the university portal. Finally, 62.3% of all students responded Very Satisfied with the access the media library provided to the audio files.
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CHAPTER III METHODOLOGY Research Design Processing an audio recording for a lecture to be used in the classroom would require a design that will attempt to provide us with a clear and concise view of the phenomenon of learning. The researcher used the descriptive design which put the phenomenon under the lens of scrutiny for its investigation. In the words of Burns and Grove (2007) a descriptive study is designed to gain more information about characteristics within a particular field study. The purpose is to provide a picture of a situation as it naturally happens. Furthermore, a descriptive design is used to develop theories, identify problems with current practice, justify current practice, make judgments, or determine what other practitioners in similar situations are doing. Here, we can already tell that in order for us to get a clearer picture of the current instructional methods being used, this study requires a descriptive design to present the status quo in nursing education.
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Furthermore, the researcher conducted a survey to acquire the general consensus of a group which yielded the needed data to evaluate the overall satisfaction in using the audio lecture. The descriptive design helps in viewing this predicament without having to manipulate any variables. Sources of Data The data which will be examined in this study was acquired from a multitude of sources. In order to answer the problems posed in this study, the researcher sought an audience with the Dean and Instructors of the College of Nursing. This was done to acquire the data needed for the preliminary survey of the teaching strategies being used. This identified whether audio lectures are being used as an instructional method. Likewise, the topic on the teaching strategies can only be sourced from the people who perform the activity of teaching. The requirements in order to include them in the roster of respondents would be (1) being an instructor of the College of Nursing and (2) has taught and is teaching Medical-Surgical Nursing, not necessarily Perioperative Nursing. Why not being confined to just this field in MedicalSurgical Nursing, its plainly because the study does not postulate
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Perioperative Nursing as the only field which would require audio lecture or will benefit from audio lecture. The researcher will be acquiring all of the instructors who meet the inclusion criteria in the data pool as respondents. Finally, in order to acquire the data relating to the overall satisfaction of using audio lectures, students were surveyed. The qualification of the students would be (1) a student of the College of Nursing and (2) has been taught or is being taught MedicalSurgical Nursing, not necessarily Perioperative Nursing. The researcher reiterates the reason why it is not just being confined to the field. The researcher will be acquiring all of the students who meet the inclusion criteria and those who have used the audio lectures in the data pool as respondents as well. Taken all of the sources of data together, they provided the necessary information pertinent in this study. Instrumentation and Data Collection Procedure In order to acquire data, the researcher made use of prepared questionnaires. There were two separate questionnaires made to answer the issues of this study.
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To answer the first problem, the researcher has made a survey form consisting of a list of all possible instructional methods and instructional materials which the researcher derived from the written works of Bastable and DeYoung. The survey form consists of 3 parts, the heading contains the title and instruction as well as the respondent number that the researcher has assigned; the second part lists the instructional methods; and the third part lists the instructional materials. In the creation of the material, it would also be imperative to describe how the audio lecture will be made. A course outline is made based from the CHED Memorandum Order No. 14, series of 2009. This will elucidate on the needed topics for the courses offered in the Bachelor of Science in Nursing program. After which, a summarized lecture note will be made concentrating on major concepts and is written in chronological and thematic order. This outline will be the source for recording. The researcher will employ a voice suitable to read the content of the summarized lecture which will be delivered orally. The sound is recorded digitally and is saved in an mp3 and AAC format. A compact disc is also made with the audio track. Primarily, the method for distribution of the
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audio file is mp3 for the purpose of sharing files among the respondents. A separate data gathering procedure is needed in order to answer the third statement of the problem for a listening test. Here, the researcher will be cutting a 3 minute portion of the audio lecture and will prepare a set of ten questions containing essential items in the audio recording. The students will be listening to the 3 minute audio recording and will be asked the ten questions. To determine the percentage score, the researcher will divide the number of questions answered correctly by the total number of questions. The instructional material will be appropriate for the clients comprehension level if the score is approximately 75 to 89%. A score of 90% or higher indicates that the material is easy for the client and can be comprehended independently. A score less than 75% means that the material is too difficult and simpler instructional material will need to be used. In the conduct of the listening test, the researcher asked 5 students who have listened to the first three minutes of the lecture and was asked ten questions. The score yielded were are follows:
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Student L1 L2 L3 L4 L5
Raw Score 8 9 8 8 9
Percentage 80 90 80 80 90
Table 3.1 Listening Test Scores On average, the questionnaire garnered a percentage of 84; this means that the audio lecture was comprehensible enough for students to understand. This overcame the first hurdle for any material - a test if it was understandable. A posttest containing twenty multiple-choice questions were also given to the sample of students to verify if the audio lecture was comprehensible and if learning was achieved with such a medium of delivery. To answer the fourth and fifth problem, the researcher made use of a scaled survey form to determine the overall satisfaction of the audio lecture as it was perceived by the students and faculty. This survey form consists of 6 parts. The first part contains the heading, the instructions, and the respondent number which the
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researcher has assigned. The second part asks General Inquiries as to the hearing impairment, availability of an audio player, and access to the internet. The third part asks about the satisfaction of the audio lecture packaging as to file size, audio format, ease of operation, sound quality, downloadability, file sharing. The fourth parts asks about the satisfaction of the audio lecture content as to completeness, relevance, currency, and logical presentation. The fifth part asks about the satisfaction of the audio lecture delivery as to speed or pacing, clarity of words, voice, and absence of background noise. And finally, the end would inquire about the acceptability and appeal of the audio lecture. The acquisition of data started from the development of and pilot testing the questionnaires. The researcher created the appropriate questionnaires and subjected them under the scrutiny of content validity indexing and face validity. In order to establish the content validity of the questionnaires, the researcher solicited the aid of an expert in the field of nursing education who will examine the questionnaire for significant items. Dr. Brando Solis has been solicited to scrutinize the questionnaire. Further on the background of our expert, he is a
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nurse who has acquired a masters degree in education and a doctorate degree in the same making him qualified. He will count the number of significant items by grading them from 1 to 4 (1 as least significant and 4 as most significant). The researcher adds up the number of items which were graded 3 or 4 and will then divide these numbers with the total number of items, with the quotient multiplied by 10. A score of 8.0 and above indicates high relevance of items. In the conduct of the content validity index, the expert found all of the items significant (having given the items a rating of 3 or 4) which resulted to a 1.0 CVI making the questionnaire valid. Next would be to conduct a pilot study of the questionnaires wherein the researcher asked for the verbatim configurations of the questionnaires if the terms used are comprehensible. The people who will participate in the pilot study will no longer be included in the actual data gathering procedure. As such, the questionnaire when circulated among pilot participants was found to be comprehensible enough for collegiate students and faculty. No translation nor revision was necessary. Questionnaires were given to the respective respondents for each category of data gathering (1) the Instructors (2) the students.
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They were given enough time to read through and answer the questionnaire. Opportunities for clarifications were also given. After they have answered the questionnaire, the researcher verified completion and secured the questionnaire. There will be no need for profiling or coding of questionnaires because personal data are not requested. Tools for Data Analysis After acquisition of the data, they were collated accordingly in categories pertaining to the sectioning as defined in the statement of the problem. The data that are needed for the first statement of the problem will be treated in a frequency and percentage distribution to account for the teaching strategies most commonly used and here, the researcher deduced whether the use of audio lectures is a predominant instructional method. The data for the second statement of the problem were also presented in frequency and percentage to show if there is acceptability and clamor for audio lectures. The data for the third statement of the problem sub problem (a) will be treated using simple mathematical operations such as measures for central tendency, particularly the measure of means with the results revealed in percentages; for sub
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problem (b), (c), and (d) they will be presented as frequency and percentages. The final statement of the problem required the use of weighted means and a reference Likert scale. A four-point Likert scale is established in the Overall Satisfaction of Listening to a Recorded Audio Lecture Questionnaire. The qualities of the scale are: 1 = Very Low Satisfaction; 2 = Low Satisfaction; 3 = High Satisfaction; 4 = Very High Satisfaction. Adapting from the original five-point scale, a four-point scale was deemed better because it removes the usual inclination to answer the median score which gave indication to opposites of the spectrum and verified skewness of data. The ranges for categorizing the weighted mean is computed by subtracting one from the total categories, then dividing the difference from the total number of categories. This computation yielded 0.75 as the interval or range for the Likert Scale. The interval or range for the Likert Scale will be based on the following distribution: 1.00 - 1.75 Very Low Satisfaction 1.76 - 2.50 Low Satisfaction
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2.51 - 3.25 High Satisfaction 3.26 - 4.00 Very High Satisfaction ...from this, the weighted means for the categories in the questionnaires will be based for interpretation.
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CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter extracts data from the circulation of the questionnaires. Table 4.1 presents the tabulation of instructional methods being utilized by the faculty member in the conduct of teaching.
Table 4.1 Instructional Methods n=19 Instructional Methods Frequency Lecture 19 Group Discussion 19 One-to-One Instruction 13 Demonstration and Return 18 Demonstration Gaming 13 Simulation 15 Role Playing 12 Role Modeling 13 Self-Instruction Activities 11
Percentage 100.00 100.00 68.42 94.74 68.42 78.95 63.16 68.42 57.89
Consistently, the major instructional methods utilized are lecture and group discussion. All the instructors are using both methods. When inquired about the use of these methods, instructors believed them indispensable in the teaching of medicalsurgical nursing. Second to this is demonstration and return demonstration with 18 out of 19 using it. This indicates the close
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tie of incorporating the psychomotor activities of medical surgical nursing. However, to find out the use of audio lectures we proceed to second part of the survey. Table 4.2 presents the tabulation of instructional materials being employed to adjunct the instructional methods of faculty members.
Table 4.2 Instructional Materials n=19 Instructional Materials Frequency Brochures 4 Posters 8 Pamphlets 5 Diagrams 14 Charts 17 Flip Charts 6 Photographs 17 Drawings 18 Instructor-Composed Material 17 (Handouts) Models 16 Use of Chalk or White Boards 16 Overhead Transparencies 5 Powerpoint 17 Audiotapes and Compact Discs 10 Radio Video Telephone Television Computer assisted instruction 3 17 0 6 13
Percentage 21.05 42.11 26.32 73.68 89.47 31.58 89.47 94.74 89.47 84.21 84.21 26.32 89.47 52.63 15.79 89.47 0.00 31.58 68.42
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With the above methods, these instructional materials supplement the teaching methods. Instructors commonly rely on drawings, charts, photographs, handouts, PowerPoint, and video. The need for tapping the visual part of learning is indispensable in the illustration of the human anatomy and the processes of disease when teaching medical surgical nursing. The heavy reliance on the visual facet of learning can also be evidenced by using models, chalk or white boards. Coupling the drawing with spontaneous white board use enhances the delivery of the material. Half of the instructors are already using audiotapes and compact discs as teaching aides. When further explored on the content of the tapes and discs, the instructors disclosed that these are primarily used to relay anatomical sounds (breath and heart sounds) and that no audio recording of lectures have been used. Although about 70% of the instructors uses computer-assisted methods such as the acquisition of audio-visual or motion picture clips that detail physiological and pathological mechanisms are also commonplace. The video library accessible from YouTube aided the instructors in their query for usable material in their teachings. This also illustrates the untapped potential for audio lectures since the material havent been used yet.
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Table 4.3 presents the scores of the posttest administered to students.

Table 4.3 Posttest Scores n=150 Respondent Raw Score Number S1 11 S2 12 S3 11 S4 18 S5 19 S6 19 S7 19 S8 17 S9 17 S10 15 S11 16 S12 17 S13 17 S14 18 S15 14 S16 15 S17 14 S18 14 S19 15 S20 15 S21 15 S22 15 S23 13 S24 12 S25 14 S26 13 S27 14 S28 17 S29 16 S30 13 S31 14 S32 14
Transmutation
Group
73 75 73 94 97 97 97 91 91 84 88 91 91 94 81 84 81 81 84 84 84 84 78 75 81 78 81 91 88 78 81 81
C C C A A A A A A B B A A A B B B B B B B B C C B C B A B C B B
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Table 4.3 Posttest Scores n=150 Respondent Raw Score Number S33 12 S34 19 S35 15 S36 17 S37 17 S38 19 S39 19 S40 16 S41 20 S42 18 S43 16 S44 16 S45 16 S46 16 S47 7 S48 15 S49 16 S50 13 S51 18 S52 16 S53 13 S54 11 S55 14 S56 8 S57 8 S58 8 S59 7 S60 15 S61 16 S62 19 S63 15 S64 14 S65 18 S66 20 S67 18 S68 20 S69 17
Transmutation
Group
75 97 84 91 91 97 97 88 100 94 88 88 88 88 65 84 88 78 94 88 78 73 81 67 67 67 65 84 88 97 84 81 94 100 94 100 91
C A B A A A A B A A B B B B D B B C A B C C B D D D D B B A B B A A A A A
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Transmutation
Group
75 94 81 73 75 84 75 71 97 97 100 88 97 81 88 97 94 100 100 97 97 94 91 94 100 94 97 73 97 97 84 97 94 94 94 100 97
C A B C C B C C A A A B A B B A A A A A A A A A A A A C A A B A A A A A A
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Transmutation
Group
94 84 100 100 94 97 65 81 75 88 97 78 84 91 81 94 91 94 94 94 94 94 94 94 94 94 94 94 78 75 75 78 75 75 78 94 91
A B A A A A D B C B A C B A B A A A A A A A A A A A A A C C C C C C C A A
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Table 4.3 Posttest Scores n=150 Respondent Raw Score Number S144 14 S145 12 S146 12 S147 13 S148 12 S149 17 S150 16 Average Score 15.74 Standard Deviation Median Mode
Transmutation
Group
81 75 75 78 75 91 88
87 9 88 94
B C C C C A B
From this table of score, we can see that there are 10 students who were able to perfect the posttest. Nearly half of the group were also able to get a transmuted score of greater than 91, this shows that the audio lecture was easy enough to comprehend for comprehensibilitys sake. Furthermore, we can draw that nearly half of the students were able to get a score of 17 and higher committing only 3 mistakes or less, this shows that one of two things - one that the exam was, in terms of difficulty, easy enough. A discrimination index is not necessitated however in this study. On the second conclusion about the high scores, this shows that the students were able to acquire essential information necessary to answer the coverage of the posttest. We can add here that
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knowledge does not come from a vacuum; therefore, information was imparted to the sample of students with this method of delivery. Audio lectures were able to transmit information hence serving the purpose of education. From a group of 150 students, a very small 4% of students acquired a transmuted score within 61% to 70%. We can conclude that the spectrum of score fall above 71% or those having a score of 10 points and above and that there is skewness to the upper limit. Overall, students with average and above average performance (above 80% of transmuted scores) in the posttest equalled to more than three-quarters of the sample. Again, this verifies that the sample performed well in the posttest after using the audio lecture. Table 4.4 summarizes the group scores of participants. Group A, B, C which are above the passing rate, cumulatively was 96 percent.
Table 4.4 Summary Table of Posttest Scores n=150 Grouped Scores A (91-100) B (81-90) C (71-80) D (61-70) E (<60) Frequency 72 42 30 6 0 Percentage 48.00 28.00 20.00 4.00 0.00
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Table 4.5 Frequency Distribution and Percentage of General Inquiries from Student Sample n=150 Yes Presence of hearing impairment Availability of audio device (ie. mp3 players, iPod, CD/ DVD player) Access to the Internet 0 147 116 Percentage 0.00 98.00 77.33 No 150 3 34 Percentage 100.00 2.00 22.67
From this data, all of the sampled students are eligible to receive the audio lecture as they do not have any hearing impairment. Furthermore, 98% of them carry a media device which would allow them to play the audio file - this facilitates the mobility of bringing along with them, anywhere, the lecture. To further enhance the mobility or of sharing the audio file, the Internet serves as the repository for the audio file pending download by the subscriber. From the student sample, less than a quarter do not have access to the Internet. The Internet is not the only method for file sharing. Bluetooth and media transfer via memory cards allow for file sharing. Smartphones and the modern breed of mobile phones are equipped with such methods of sending and retrieving data, and likewise capable of playing the audio file.
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Table 4.6 Frequency Distribution and Percentage of Acceptance and Clamor for Audio Lectures from Student Sample n=150 Yes Acceptance of audio lectures Clamor for audio lectures 134 127 Percentage 89.33 84.67 No 16 23 Percentage 10.67 15.33
Based on the survey, most of the student sample gave affirmative responses in the acceptance of audio lecture. This ties up with the clamor for audio lectures falling 5 percentage points lower than the former. This means students are very willing to the use of this method of teaching.
Table 4.7 Frequency Distribution and Mean of Satisfaction in Packaging of the Audio Lecture from Student Sample n=150 Packaging of the Total Interpret VLS (1) LS (2) HS (3) VHS (4) Mean audio lecture: Score ation File size 4 10 98 38 470 3.13 HS Audio format (mp3, 0 3 104 43 490 3.27 HS AAC, CD, DVD) Ease of operation 0 12 90 48 486 3.24 HS Sound quality 4 9 80 57 490 3.27 HS Downloadability 0 12 78 60 498 3.32 HS File sharing 0 5 79 66 511 3.41 HS Overall Mean 3.27 HS
In the first facet of scrutinizing the packaging of the audio lecture, overall, the rating given was 3.27 which translates to a High Satisfaction. The individual rates for each subpart of
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packaging did not fall far from one another with the highest for File sharing bordering on Very High Satisfaction. The furtherance of technology that evolved the ability for devices to transfer data across other devices has received much applause. Multiple methods for transferring data are achievable via Bluetooth, a wireless data transfer method across short distances; via the Internet, where files can be uploaded on a repository website and be extracted into computers; via wired transfers such as using data cables and memory cards. Among them, the lowest was File size. Understandably, the almost 14minute audio lecture was compressed into almost 14 megabytes of memory which was still proportional to length. However, this did not hinder the strength of devices for transferring files to and from source points. This is also in line with a High Satisfaction rating for Downloadability in that the file may be quite voluminous but is still deemed to be easily downloaded into mobile devices. This though may be dependent on which data transfer method used mentioned beforehand.
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Table 4.8 Frequency Distribution and Mean of Satisfaction in Content of the Audio Lecture from Student Sample n=150 Content of the Total Interpret VLS (1) LS (2) HS (3) VHS (4) Mean audio lecture: Score ation Completeness 0 8 95 47 489 3.26 HS Relevance 0 3 89 58 505 3.37 HS Currency 0 9 91 50 491 3.38 HS Logical presentation 0 4 85 61 507 3.38 HS Overall Mean 3.35 HS
In Table 4.8 we can see the summary of scores regarding the satisfaction in content of the audio lectures which received an overall score of 3.35 interpreted as High Satisfaction. All the subparts of content also acquired a rating of High Satisfaction. Accordingly, the content of the audio lecture was based from a veritable medical-surgical nursing literature which conveys complete, relevant, current content. Likewise, the arrangement follows sequentially through to the text in the used literature.
Table 4.9 Frequency Distribution and Mean of Satisfaction in Delivery of the Audio Lecture from Student Sample n=150 Delivery of the Total Interpret VLS (1) LS (2) HS (3) VHS (4) Mean audio lecture: Score ation Speed or pacing 0 14 86 50 486 3.24 HS Clarity of words 0 10 58 82 522 3.48 HS Voice 3 6 55 86 524 3.49 HS Absence of 5 10 72 63 493 3.29 HS background noise Overall Mean 3.38 HS
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This tabulation conveys the satisfaction perceived by students in the delivery of the audio lecture. Accordingly, delivery raked in a score of 3.38 interpreted as High Satisfaction. The students gave high marks for all the subparts. The audio lecture was recorded with high fidelity which the student found to be highly satisfying. An audio lecture would only be effective if the message can be understood. Given High Satisfaction scores translate to the comprehensibility of the content.
Table 4.10 Frequency Distribution and Percentage of General Inquiries from Faculty Sample n=19 Yes Presence of hearing impairment Availability of audio device (ie. mp3 players, iPod, CD/ DVD player) Access to the Internet 0 18 18 Percentage 0.00 94.74 94.74 No 19 1 1 Percentage 100.00 5.26 5.26
In this data, all the faculty members do not have hearing impairments and almost all of them have an audio device and access to the Internet. The availability of an audio device allows the instructors to scan and scrutinize the material in order for them to verify whether the material is suited for achieving the learning goals of the subject. Also, the media device functions as
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the repository for transferring the data to students. A host of devices may be used for storage of the audio lectures and for sharing the files. Primary devices that can be used to store such files are smartphones and laptops. For plain listening to the audio lecture, the instructors may use mp3 players. Being the transmitters of information, the instructors are more open to the use of audio lectures and recognize the immense potential of its contribution to nursing education. All of them agree in both facets - they approve the use and push for more audio lectures as gleamed from Table 4.11 below.
Table 4.11 Frequency Distribution and Percentage of Acceptance and Clamor for Audio Lectures from Faculty Sample n=150 Yes Acceptance of audio lectures Clamor for audio lectures 19 19 Percentage 100 100 No 0 0 Percentage 0 0
The succeeding table illustrates the satisfaction perceived in the packaging of the audio lecture.
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Table 4.12 Frequency Distribution and Mean of Satisfaction in the Packaging of the Audio Lecture from Faculty Sample n=19 Packaging of the Total Interpret VLS (1) LS (2) HS (3) VHS (4) Mean audio lecture: Score ation File size 0 0 8 11 68 3.58 VHS Audio format (mp3, 0 0 3 16 73 3.84 VHS AAC, CD, DVD) Ease of operation 0 0 3 16 73 3.68 VHS Sound quality 0 0 6 13 70 3.47 VHS Downloadability 0 1 8 10 66 3.58 VHS File sharing 0 1 6 12 68 3.58 VHS Overall Mean 3.62 VHS
When compared with the student evaluation of the audio lecture, the instructors gave higher scores resulting to an overall score for packaging as 3.62 interpreted as Very High Satisfaction. Among the subparts of this area, the highest score was given for Audio format. The format used was primarily mp3 which is the most common format being used to play audio files. Furthermore, the file format allows for data compression in varying frequencies resulting to smaller data usage making it the most preferred.
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Table 4.13 Frequency Distribution and Mean of Satisfaction in the Content of the Audio Lecture from Faculty Sample n=19 Content of the Total Interpret VLS (1) LS (2) HS (3) VHS (4) Mean audio lecture: Score ation Completeness 0 2 6 11 66 3.47 HS Relevance 0 0 7 11 69 3.63 VHS Currency 0 0 6 13 70 3.68 VHS Logical presentation 0 0 5 14 71 3.74 VHS Overall Mean 3.63 VHS
In table 4.13 we can see the scores for satisfaction in the content of the audio lecture which yielded an overall score of 3.63 interpreted as Very High Satisfaction. Given the background of instructors that they are familiar with the curricula and has given High Satisfaction for completeness and Very High Satisfaction for reverence, currency, and logical presentation. Earning this scores, the audio lecture is a venerable tool for conveying essential information about perioperative nursing.
Table 4.14 Frequency Distribution and Mean of Satisfaction in the Delivery of the Audio Lecture from Faculty Sample n=19 Delivery of the Total Interpret VLS (1) LS (2) HS (3) VHS (4) Mean audio lecture: Score ation Speed or pacing 0 0 8 11 68 3.58 VHS Clarity of words 0 1 5 13 69 3.63 VHS Voice 0 1 5 13 69 3.63 VHS Absence of 0 2 6 11 66 3.66 VHS background noise Overall Mean 3.63 VHS
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When compared with the rest of the variables, the instructors rated the audio lecture with Very High Satisfaction scores and that the delivery of the audio lecture was given an overall score of 3.63. Across the board, the instructors rated the audio lecture with higher scores. The full appreciation of content and the teaching principles are best understood by practicing educators and thus resulted to higher scores.
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CHAPTER V SUMMARY, CONCLUSION, AND RECOMMENDATIONS Summary The research primarily dealt with a description of the phenomenon of learning with a relatively new method of instruction using audio lectures. The research was concerned with identifying the dominant methods of learning and wished to find out if audio lectures was already in use. The research found out that the process of educating student nurses was being done via lecturing and discussion and that drawings are primarily used as instructional materials. The use of audiotapes and compact discs have been used but for introducing physiologic sounds and not for recorded lecture content. It is therefore understood that the use of auditory learning have not been employed extensively. A premise for the research is that reading alone is not very effective and therefore requires supplementation. The research introduces the use of audio lecture to exploit the learning pyramids finding that listening would be twice helpful in the retention of information. With this in mind a pilot for recording a lecture based on perioperative nursing was made. This audio lecture was introduced
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to students and instructors and were asked to evaluate it in terms of packaging, content, and delivery. Given the general inquiries as to the use of audio lectures, both the students and the faculty have access to the Internet which the research took to be the repository for data files and for future data extractions. Also, both of them possess the means to play audio lectures with an array of media devices. With the advancement of technology, learning will be enhanced through such devices and audio lectures. Another issue worthy of note is that when tested for comprehensiveness using a listening test resulted to positive outcomes. The audio lecture was deemed easy to understand. According to the listening test administered to five students, all of them got a score of 8 or more, overall the average percentage for the listening test was 84. Furthermore, a posttest was also administered to determine whether learning was achieved. The posttest scores were also bordering on high. Almost half of the students acquired a score of more than 91%; followed by a 28% of students who acquired a score between 81% to 90%. In total this is more than three-quarters of the student sample who had scores more than 81%. This proves that the audio lecture is an effective
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teaching tool. When this is supplemented with traditional methods of teaching, the results may prove promising. The research also posed a question if students and instructors would be accepting of the use of audio lectures in class and the results were affirmative. All of the instructors are in unison accepting and clamoring for the use of audio lectures. This will be an avenue for the introduction of audio lectures in a larger scale and in broader subject matter. On the other hand, the students have responded affirmatively in that nearly 90% of the student sample accepts this mode of teaching and that almost 85% of them affirmed wanting to hear more lectures in such a format. The difference between the instructors and the students is greatly affected by the traditional methods of teaching. As such, change is always met with resistance. The notion of the research however is to make audio lectures be supplemental to established teaching methods and will not necessarily replace them. It is also in the spirit of the research that multiple methods will equate to greater teaching-learning potentials as they tap into several senses and learning styles. In economics term, the demand is high but the current supply is low. The next step after knowing this landmark
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for progressing education is to review the nursing curricula and make audio lectures available across the courses. Conclusion The research believes that the use of audio lectures will be augmenting the learning experience of students as they proceed with collegiate education. Avenues to take on the varied learning needs and the style by which the net generation learns should be encouraged by employing multi-media. The primitive but not obsolete methods of teaching such as giving lectures should never be replaced as we come to understand that different methods are used for different purposes. The research concludes that multimedia and audio lectures is one such material that can be developed as a teaching strategy for the student who is engaged in multiple activities simultaneously, such is the characteristic of the net generation. Furthermore, certain facets of the teachinglearning process will be enhanced by using audio lectures. One is the constancy by which learning material is delivered to the student population. In this area, being static is ideal as the exposure of the student shall be of equal footing with the rest of the population. Another area is the capability for learning to take
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place in any setting. With the availability of media devices that are compact and user-friendly, the student has easy access to information and has the opportunity for repetitive learning as the student simply has to replay the audio track. To augment the benefits unravelled by the research, it has found out that the net generation are in favor and clamor for such a change in the teaching process. The student and faculty sample both agree that audio lectures should be used as one of the many methods in teaching collegiate education. With the use of Perioperative nursing as a pilot, the students and faculty responded to have more topics made available in audio lecture format. The research also found out that the audio lecture was comprehensible enough to merit the conclusion that preparation of the recording are variables to consider. Background noise may be an issue but will easily be hurdled over by careful recording of the lecture material. The integration of audio lectures in the nursing curricula will open new avenues for distance learning and enhancing the teaching-learning process. In providing a bottom line, this research is but one in a series of many delving into education, still about inquiring on the
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basic question of which method or methods shall foster effective teaching and learning. Recommendations It is the strong belief of the researcher that the academic community continue to change its practices for the betterment of both students and faculty. With the overwhelming amount of information, the recognizable difficulty is on how to process such a massive amount. The use of an audio lecture facilitates the crucial and imperative information for the success of collegiate education. Multi-media is an opportunity and this research has unveiled this as such, therefore, it the responsibility of academic organizations to take this chance. The results of the research has shown that arising from a sample of the net generation that there is obvious clamor, then deans and faculty should consider the creation of audio lectures as piloted by academic institutions in modern nations (ie. iTunes University). A conglomerate of audio lectures may be created and the university act as a repository of such media. This task is not the sole responsibility of faculty members who will deliver the lecture but must strike teamwork with other disciplines. An interdisciplinary methodology to accomplish the
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production of audio lectures taps human resources who specializes in information and computing technology, education scientists and researchers, and administrators. The issue on future researches shall no longer be concerned with expanding pilots on other courses but rather on the dynamism of how to prepare the audio lecture so as to capture the attention of students and maintain the attention in the absence of visual stimuli. Other researches may also be conducted to explore and experiment ways to include interaction seeing that audio lectures make the student a passive learner. Memory cues, mnemonics, and auditory attachments may be employed and tested to convey degrees of effectiveness in retaining information. The research may also attach itself on the expanding programs of K-12 in secondary education and also attempt to use various languages and/or dialects in the delivery of content. Language as a barrier in communication is a barrier in education and must be overcome. This research has released a floodgate of potential researches and implication on education in the nursing field. Edification and practice go hand and hand with the former acting as the foundation for the successful latter. The research shall propel the creation of new teaching strategies and the reevaluation
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of previous methods. It is in this effort that new avenues of education unused in certain educational facilities be exploited for the advantage of enhancing learning.
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Appendix A Letter to the Dean of the College of Nursing Colegio De Dagupan
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Appendix B Sample Questionnaire

Teaching strategies used in the instruc7on of Medical-Surgical Nursing This survey form is targeted to assess the predominant instruc7onal methods or teaching strategies and instruc7onal materials used in teaching Medical-Surgical Nursing. Please answer the following ques7ons as honestly as you can. Put a check ( /) on the space provided. Thank you for your par7cipa7on.
Instruc7onal Methods Lecture Group Discussion One-to-One Instruc7on Demonstra7on and Return Demonstra7on Gaming Simula7on Role Playing Role Modeling Self-Instruc7on Ac7vi7es Brochures Posters Pamphlets Diagrams Charts Flip Charts Photographs Drawings Instructor-Composed Material Handouts Models Use of the chalk or white boards Overhead Transparencies PowerPoint Audiotapes and Compact Discs Radio Video Telephone Television Computer assisted instruc7on Yes Yes Yes Yes Yes Yes Yes Yes Yes Instruc7onal Materials Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No No No No No No No No No No No No No No No No No No No No No No No No No No No
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Appendix C Sample Questionnaire

Overall Sa7sfac7on of Listening to a Recorded Audio Lecture This survey form is targeted to evaluate your overall sa7sfac7on aber hearing the recorded audio lecture on Peri-Opera7ve Nursing. Please answer the olowing ques7ons as honestly as you can. Put a check ( /) on the space provided. Thank you for your par7cipa7on.
General Inquiries Do you have a hearing impairment? If yes, you need not proceed with the Yes survey. Thank you. Do you have a device capable of playing audio les, such as an mp3 player, Yes iPod or CD/DVD player? Do you have access to the internet? Yes Packaging of the audio lecture. How sa7sed are you in terms of: File size Audio format (mp3, AAC, CD, DVD) Ease of opera7on Sound quality Downloadability File sharing Content of the audio lecture. How sa7sed Very Low Low High Very High are you in terms of: Sa7sfac7on (1) Sa7sfac7on (2) Sa7sfac7on (3) Sa7sfac7on (4) Completeness Relevance Currency Logical presenta7on Delivery of the audio lecture. How sa7sed Very Low Low High Very High are you in terms of: Sa7sfac7on (1) Sa7sfac7on (2) Sa7sfac7on (3) Sa7sfac7on (4) Speed or Pacing Clarity of the words Voice Absence of background noise Would you accept lectures being delivered in this form? Would you like to hear more lectures delivered in this form? Yes Yes No No No No No
Very Low Low High Very High Sa7sfac7on (1) Sa7sfac7on (2) Sa7sfac7on (3) Sa7sfac7on (4)
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Bibliogarphy / References: Aldrich, D., Bell, B., and Batzel, T. (2006) Automated podcasting solutions expands the boundaries of the classroom. Proceeding SIGUCCS 06 Proceedings of the 34th annual ACM SIGUCCS fall conference. Viewed March 17, 2011 from http://dl.acm.org/ citation.cfm?id=1181217 Bahorski, Z. (2009) A quasi-experimental study on students perceptions and intended use of digital recording technology in a college technology classroom. Masters Theses and Dissertations from Eastern Michigan University. Viewed March 24, 2011 from http://commons.emich.edu/cgi/viewcontent.cgi? article=1131&context=theses&sei-redir=1#search=%22A+QuasiExperimental+Study+of+the+Impact+of+Digital+Audio+Recording +of+Classroom+Lectures+in+a+College+Technology+Classroom%22 Balfour, J. A. D. (2006?) Audio Recordings of Lectures as an ELearning Resource. School of the Built Environment Heriot-Watt University. Viewed April 4, 2011 from http://cebe.cardiff.ac.uk/ news/events/beecon2006/pdf/P24_Jim_Balfour.pdf Barron, A. (1993) The Effectiveness of Digital Audio in ComputerBased Training. Journal of Research on Computing in Education 25(3). Viewed March 11, 2011 from http://www.itma.vt.edu/ itma2/modules/digaud/barron.pdf Bastable, S. B. (2008) Nurse as Educator Principles of Teaching and Learning for Nursing Practice 3rd Ed. Jones and Bartlett Publishers, Inc.: Sudbury. Belanger, Y. (2005). Duke University iPod first year experience final evaluation report. Retrieved January, 2011, from http:// cit.duke.edu/pdf/ipod_initiative_04_05.pdf. Bradshaw, M. J. and Lowenstein, A. J. (2007) Innovative Teaching Strategies in Nursing and Related Health Professions 4th Ed. Jones and Bartlett Publishers, Inc.: Sudbury.
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Brittain, S., Glowacki, P., Ittersum, J. V., and Johnson, L. (2006) Podcasting Lectures: Formative evaluation strategies helped identify a solution to a learning dilemma. Educes Quarterly No. 3:2006. Viewed March 13, 2011 from http://net.educause.edu/ir/ library/pdf/EQM0634.pdf Burns, S. and Grove, N. (2007) Understanding Nursing Research Building and Evidence-Based Practice 4th Ed. Singapore: Elsevier Pte. Ltd. Carpenter, J. A., and Bell, S. K. (2002) What do nurses know about teaching patients? Journal for Nurses in Staff Development, 18(3): 157-161. Cebeci, Z., and Tekdal M. (2006). Using Podcasts as Audio Learning Objects. Interdisciplinary Journal of Knowledge and Learning Objects 2() Viewed March 13, 2011 from http://ijklo.org/ Volume2/v2p047-057Cebeci.pdf Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: Production and evaluation of student use. Innovations in Education and Teaching International, 44, 387-399. doi:10.1080/14703290701602805 DeYoung, S. (2009) Teaching Strategies for Nurse Educators 2nd Ed. Pearson Education South Asia Pte. Ltd.: Singapore. Etter, Z. C., and Galt, J. (2009) Digital audio lectures: a librarys path to sustainability. Journal of the Medical Library Association 9 7 ( 3 ) : 2 1 9 - 2 2 1 . Vi e w e d A p r i l 2 3 , 2 0 1 1 f r o m h t t p : / / www.ncbi.nlm.nih.gov/pmc/articles/PMC2706437/ Evans, C. (2008) The effectivenss of m-learning in the form of podcasting revision lectures in higher education. Computers & Education 2008 50(2): 491-498. Viewed March 17 2011 from http://www.sciencedirect.com/science? _ob=ArticleURL&_udi=B6VCJ-4R2Y44V-1&_user=10&_coverDate= 02%2F29%2F2008&_rdoc=1&_fmt=high&_orig=gateway&_origin=g
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ateway&_sort=d&_docanchor=&view=c&_searchStrId=1713247484 &_rerunOrigin=scholar.google&_acct=C000050221&_version=1&_u rlVersion=0&_userid=10&md5=44080b15419c08a2081b2e913a9d 2369&searchtype=a Hew, K. F. (2008) Use of audio podcast in K-12 and higher education: a review of research topics and methodologies. Education, Technology Research and Development 57(3): 333-357. Viewed March 20, 2011 from http://www.springerlink.com/ content/r282126x111r4237/ Larkin, H. (2010) But they wont come to lectures The impact of audio recorded lectures on student experience and attendance. Australasian Journal of Educational Technology 26(2): 238-249. Viewed April 23, 2011 from http://ascilite.org.au/ajet/ajet26/ larkin.html Lonna, S., and Teasley, S. (2009) Podcasting in higher education: What are the implications for teaching and learning?. The Internet and Higher Education 12(2) : 88-92 Viewed March 11, 2011 from http://www.sciencedirect.com/science/article/pii/ S1096751609000220 Lyles, H., Robertson, B., Mangino, M., and Cox, J. R. (2007) Audio Podcasting in a tablet PC-enhanced biochemistry course. Biochemistry and Molecular Biology Education 35(6): 456-461. Viewed March 23, 2011 from http://onlinelibrary.wiley.com/doi/ 10.1002/bmb.115/full Maag, M., and Thede, L. (2006) Podcasting and MP3 Players: Emerging Education Technologies. CIN: Computers, Informatics, Nursing 2006 24(1). Viewed April 21, 2011 from http:// w w w . n u r s i n g c e n t e r. c o m / l i b r a r y / J o u r n a l A r t i c l e . a s p ? Article_ID=626323 Manning, S. (2005). The promise of Podcasting. Pointers & Clickers, 6(2). Retrieved May 2, 2011, from http://www.ion.illinois.edu/ resources/pointersclickers/2005_03/Podcasting2005.pdf
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McGarr, O. (2009) A review of podcasting in higher education: its influence on the traditional lecture. Australasian Journal of Educational Technology 25(3): 309-321. Viewed March 13, 2011 from http://www.ascilite.org.au/ajet/ajet25/mcgarr.html McKenzie, W. A. (2008). Where are audio recordings of lectures in the new educational technology landscape? In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008. http://www.ascilite.org.au/conferences/ melbourne08/procs/mckenzie-w.pdf McKinney, D., Dyck, J. L., and Luber, E. S. (2009) iTunes University and the classroom: Can Podcasts Replace Professors?. Computers & Education 2009 52(3): 617-623. Viewed March 14, 2011 from http://www.sciencedirect.com/science? _ob=ArticleURL&_udi=B6VCJ-4V5GCPP-2&_user=10&_coverDate= 04%2F30%2F2009&_rdoc=1&_fmt=high&_orig=gateway&_origin=g ateway&_sort=d&_docanchor=&view=c&_searchStrId=1713253016 &_rerunOrigin=scholar.google&_acct=C000050221&_version=1&_u rlVersion=0&_userid=10&md5=7a01522d1879986f6659c8ad2ae1d 3a4&searchtype=a Michigan State Board of Education (?) MI-Map 5:4 Knowing Your Options: Instructional Strategies. Michigan Department of Education, Office of School Improvement. Viewed March 28, 2011 from http://www.michigan.gov/documents/5-4_107272_7.pdf Muth, J. E. And Bruskiewitz, R. H. (2005) A Comparison of the Acceptability and Effectivess of Two Methods of Distance Education: CD-ROM and Audio Teleconferencing. American Journal of Pharmaceutical Education 70(1):11. Viewed March 23, 2011 from https://www.ncbi.nlm.nih.gov/pmc/articles/ PMC1636889/ Nortcliffe, A. (2007) Audio Feedback for the iPod Generation. International Conference on Engineering Education Viewed on June 13, 2011 from http://www.ineer.org/Events/ICEE2007/ papers/489.pdf
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Stresser, N. (2002) Developing Streaming Audio Lectures for Online Courses. Electronic Proceedings of the Fifteenth Annual International Conference on Technology in College Mathematics Viewed on March 12, 2011 from http://archives.math.utk.edu/ ICTCM/i/15/C003.html Stuck, D. L. (1970) A Comparison of Audio-Tutorial and Lecture Methods of Teaching. The Journal of Educational Research 63(9). Viewed March 12, 2011 from http://www.jstor.org/pss/27536023 Tomlinson., D. R. (2009) Independent leaning packages (audio tape/pamphlet) for a course in cell excitation: evidence that they can be at least as effective as conventional lectures. Medication Education 12(4): 257-262. Viewed March 17, 2011 from http:// onlinelibrary.wiley.com/doi/10.1111/j. 1365-2923.1979.tb01510.x/full Tewksbury, B. J. And MacDonald, R. Heather (2005) On the Cutting Edge. Viewed March 15, 2011 from http:// serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/ strategies.html Read, B. (2007) How to Podcast Campus Lectures. The Chronicle of Higher Education 53(21): A32. Viewed March 12, 2011 from h t t p : / / w w w . i t r 8 . c o m / a t t a c h m e n t s / chronicle_on_campus_podcasting.pdf Robson, N. And Greensmith, J. (2009) Educational podcasts: Some early evidence and thoughts. International Journal of Management Education 2009(107-117). Viewed March 13, 2011 from http:// www.heacademy.ac.uk/assets/bmaf/documents/publications/ IJME/Vol8no3/8IJME277.pdf Vogt, M., Schaffner, B., Ribar, A., and Chavez, R. (2010) The impact of podcasting on the learning and satisfaction of undergraduate nursing students. Nursing Education in Practice 10(1): 38-42. Viewed March 17, 2011 from http://
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Lyceum Northwestern University Graduate Studies

A Proposed Audio Lecture of Peri-Operative Nursing

Jan Patrick S. Arrieta, RN, RM, RPT, CTN

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Current Teaching Strategies

Incorporatio of Audio Lecture in Mainstream Education for Nursing

Overall Satisfaction; Acceptability, and Appeal

Proposed Audio Lecture - Perioperative Nursing as pilot

Lyceum Northwestern Unviersity Graduate Studies

Evaluation of Comprehensiveness and Reliability

Transcribed Perioperative Lecture for Recording

Figure 1.2 Diagram of Conceptual Framework

Lyceum Northwestern Unviersity Graduate Studies

following in terms of the results of a listening test and posttest?

Medical-Surgical Nursing-PeriOperative Nursing as perceived by

satisfaction in the use of modern technology media

Lyceum Northwestern Unviersity Graduate Studies

materials for the teaching of perioperative nursing in terms of:

dependent on the delivery of the content by the teacher.

using human senses.

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies

Lyceum Northwestern Unviersity Graduate Studies