Date of Graduation


Document Type


Degree Type



College of Education and Human Services


Curriculum & Instruction/Literacy Studies

Committee Chair

David McCrory.


The strategies nurse educators' use to integrate computer-assisted instruction (CAI) designed to teach clinical decision-making into their courses were investigated to determine their frequency of use and effectiveness. The "Integration of CAI Questionnaire," an on-line electronic survey designed by the investigator, was used to collect data. A stratified randomly-selected group of 109 schools of nursing that was a statistically representative mix of baccalaureate (BSN), associate (AD) and diploma schools from each of six geographic regions of the United States comprised the sample.;The study questions were as follows: (1) What integration strategies have nurse educators used to integrate CAI? (2) How effective did participants perceive the strategies were for increasing student learning, decreasing course costs, students' time and the teachers' time? (3) What were the key features of the schools and educators that integrated CAI effectively? (4) What types of software did nurse educators use to teach clinical decision-making? (5) How effective were their peers at integrating the software and how effectively did they integrate commercially-purchased and in-house produced software?;Statistical analysis consisted of measures of central tendency, frequencies, and percentages. The Pearson r was used to determine the relationships between the frequency of use and perceptions of the effectiveness of the strategies.;The findings showed that 71% of the schools used CAI and that more AD (81%) and diploma schools (80%) used CAI than BSN (56%). In fact, AD schools and teachers used CAI more on most measures and rated their peers as more "effective" at integrating CAI than their BSN counterparts. Twenty-nine of the 44 strategies were "frequently" used and 17 were perceived to be "effective." Significant correlations (p < 0.01) were noted for "explain CAI, explain objectives, motivate, integrate, individual mode, course exam and follow-up." "Technical" and "instructional" support were the two most "frequently" used and "effective" strategies for increasing learning and decreasing students' and teachers' time but not costs. BSN schools used more strategies "frequently" but almost no differences in AD and BSN participants' perceptions of "effectiveness" were noted. Tutorials and drill-and-practice programs were used most and 95% of the programs were commercially-purchased.