| Sumario: | Background: The Department of Nursing at University of the Cumberlands has recently applied teaching strategies utilizing evaluative research through the presentation, data collection, data synthesis, and reaction to data gathered regarding the use of pre-developed course cartridges made available via text publishing companies. Chassemi (2016) lends support to faculty experience that the use of multiple teaching modalities respond to diverse learning styles in the classroom and can increase learning in the classroom. Research Objective: The purpose of this project was to evaluate and compare student satisfaction and achievement of course learning outcomes following implementation of faculty driven interactive learning modules versus standardized pre-developed course cartridges created via publishing vendor. The research hypothesis is original course content material, developed by faculty teaching the course and incorporating several learning styles, will increase student satisfaction, and learning in the online learning environment. Significance to the Field of Nursing: This example of curriculum evaluation and data driven decision-making is of paramount importance in achievement implementation of best practice nursing education and contribution to the nursing body of knowledge. Methods: The method for conducting the project was via curriculum evaluation. Data was collected related to student satisfaction and key benchmark learning outcomes for two terms using the standardized course cartridges and two terms following faculty created learning modules. Both subjective and objective data were collected via methods such as: student and faculty feedback, end of course evaluations, an internally developed course cartridge survey, and student forums. Findings: The data revealed higher student satisfaction and at least equal or greater learning outcome scores. The findings indicated students struggled grasping content presented in the predeveloped course cartridge materials, were not as active in the online learning environment, and did not feel a personal connection with their instructors. Implications: The research presented implications to practice include the presentation of lessons learned, application of the research process in the online learning environment, and developing a positive impact on nursing education and perception of nurses returning to school for their RN-BSN degree.
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