An exploratory study of the use of cognitive strategies by faculty members and their students in associate degree nursing education
Johnson, Judy La Vaughn
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/20770
Description
Title
An exploratory study of the use of cognitive strategies by faculty members and their students in associate degree nursing education
Author(s)
Johnson, Judy La Vaughn
Issue Date
1992
Doctoral Committee Chair(s)
Farmer, James A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Adult and Continuing
Health Sciences, Nursing
Education, Curriculum and Instruction
Language
eng
Abstract
As health care becomes extremely complex, faculty members and students must deal with massive amounts of information in nursing education. As nursing struggles in a curriculum revolution to move away from the behavioristic influence toward a more humanistic philosophy, cognitive strategies may be a key that will enable students to intellectually manage their complex environments with the large arrays of information. Cognitive theories, which are concerned with the thinking, perception, and other intellectual functioning of an individual, served as the theoretical background for the study.
The purpose of this study was to explore the use of cognitive strategies by faculty members and their students in associate degree nursing education. The research focused upon questions chosen to explore the evidence of the use of cognitive strategies; the identification of cognitive strategies; how the cognitive strategies are used; and how the use differs from the classroom to the clinical setting. The questions were explored using several quantitative approaches for triangulation. Four faculty members and four of their students were observed in classroom and clinical settings and later interviewed. Data collected during the observations and interviews were coded into categories developed from the literature on cognitive strategies. Eleven faculty members and 66 students completed Likert scale questionnaires, which had been developed from the literature on cognitive strategies. Descriptive statistics were used to analyze the questionnaires. Pretesting of the interviews and questionnaires had been conducted at a different school of nursing. The questionnaires had been examined for content validity by a panel of experts.
The findings revealed an abundance of evidence of the use of cognitive strategies by the faculty members and students. The cognitive strategies that had been intentionally taught most frequently to students were found to be most frequently used by students. Findings showed that individuals may use cognitive strategies frequently, without being aware of and monitoring their own use. The faculty members' classroom presentation mode and initiation of interaction in the clinical setting may influence the students' use of cognitive strategies.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
