Pilot of an adaptive learning platform in a graduate nursing education pathophysiology course
Abstract
BACKGROUND: Adaptive learning (AL) platforms deliver content personalized to students on the basis of prior knowledge, adjusting content delivery based on individual preferences and differences in knowledge acquisition. This project compared a course developed in an AL platform with one in a traditional learning management system (LMS) only. METHOD: This pilot of an adaptive graduate nurse educator pathophysiology course was a randomized control group experimental study. RESULTS: Data from Fall 2018 and Spring 2019 semesters showed 86% of the participants (n = 21) strongly agreed that they learned better using an AL platform. All of the participants (N = 23) reported increased course engagement, and 86% (n = 21) reported they would like to take a course using this platform again. CONCLUSION: This pilot demonstrated a potentially effective way to support students' learning. Students perceived greater engagement with content, reported more effective learning, and expressed interest in taking a course in an AL platform again. [J Nurs Educ. 2020;59(6):327-330.].
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AL paths that track knowledge retention over time enable timely reviews and provide continuous assessment, enabling personalized instruction.
“AL paths that track knowledge retention over time enable timely reviews and provide continuous assessment, enabling personalized instruction [152,201].”
From Leveraging AI in E-Learning: Personalized Learning and Adaptive Assessment through Cognitive Neuropsychology—A Systematic Analysis (2024) · cites this paper as [152]
Cites
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Halkiopoulos, C., & Gkintoni, E. (2024) · Electronics · doi:10.3390/electronics13183762 · Cited by 328 · see citing works
“AL paths that track knowledge retention over time enable timely reviews and provide continuous assessment, enabling personalized instruction [152,201].”
Dorri, R., Al-Omari, E., Al-Hassan, M., Mohamed, S., & Ansar, S. (2025) · Nurse Education in Practice · doi:10.1016/j.nepr.2025.104334 · Cited by 3 · see citing works
- Authors
- Hinkle, J. F., Jones, C. A., & Saccomano, S.
- ORCID
- Hinkle, Julie F.
- Venue
- Journal of Nursing Education
- Publisher
- SLACK, Inc.
- Published
- 2020-06
- Volume
- 59
- Issue
- 6
- Pages
- 327-330
- ISSN
- 0148-4834 (ISSN-L)
- 1938-2421
- OpenAlex
- W3033323103
- Cited by
- 22
- References
- 7
- Citations by year
- 2026: 4 · 2025: 6 · 2024: 3 · 2023: 7 · 2022: 1 · 2021: 1
- FWCI
- 0.88
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Nursing Education (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- adaptive learning systems, graduate nursing education, virtual learning environments, student engagement, perceived learning effectiveness, personalized learning, nursing students
- MeSH terms
- Clinical Competence, Education, Nursing, Graduate, Female, Humans, Male, Pathology, Physiology, Pilot Projects, Students, Nursing, Problem-Based Learning
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