Influence of Selected Instructional Behaviors on Student Performance on a Clinical-Nursing Simulation Test (Teaching, Clinical Decision-Making)
Huff, Joanne Marie
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https://hdl.handle.net/2142/69039
Description
Title
Influence of Selected Instructional Behaviors on Student Performance on a Clinical-Nursing Simulation Test (Teaching, Clinical Decision-Making)
Author(s)
Huff, Joanne Marie
Issue Date
1986
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Health Sciences, Nursing
Education, Sciences
Abstract
The purposes of this study were to determine the relationship of student- and faculty-reported use of instructional behaviors and student clinical decision-making. In community college nursing programs, there are many students from diverse backgrounds. At present, there is no currently accepted and tested teaching methodology in the clinical area that can assist this group of students to become qualified graduates. In addition, there are some high attrition rates and licensure success rates that could be improved.
The original sample included 93 students and 12 faculty who responded to instructional behaviors questionnaires listing those behaviors used by their clinical teachers. A pre-term and post-term clinical-nursing simulation test was used to measure the students' clinical decision-making after completion of a prescribed portion of their curriculum.
The research design was a one-group, pre-test, post-test design. Using a one-way analysis of variance, no significant relationship at the .05 level was found between student-reported faculty use of instructional behaviors and student gain or loss on the simulation test.
Using a t-test of independent means, a significant relationship was determined between faculty-reported use of instructional behaviors and student gain on the test for Factor 4, Nurse Role Behaviors (p < .05). These behaviors included discussing technological advances, observing students during client care, using anecdotal notes as a basis for client-care evaluation, and recognizing when students are confused or lack confidence. This finding suggests that higher utilization of these behaviors led to increased student scores on the test.
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