Improving Prelicensure Student Learning and Experience With Interactive Online Learning Modules

Abstract

Background: Fundamentals of Nursing students at a large school of nursing in the Midwest reported difficulty using their course textbooks. There was also an increase in course failures and a decrease in performance on a Fundamentals of Nursing National Council Licensure Examination (NCLEX-RN ® ) preparatory proctored examination. Method: A pilot project was implemented to evaluate the effectiveness of interactive, online learning modules compared to textbook readings on student performance, access and use of resources, and student experience. Results: Following the pilot there was a significant improvement in course grades among traditional but not accelerated students using the modules compared to those using the textbook. Students reported that the modules were more engaging, cost-effective, and appealing to various learning styles. Weaknesses identified were the module lengths and technological concerns. Conclusion: The online, interactive modules engaged students with course materials, reduced costs, and may have changed student performance. Additional research is needed among students in other courses and programs. [ J Nurs Educ . 2024;63(X):XXX–XXX.]