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Assessing the effects of a program to improve questioning skills of nurse educators in clinical post-conferences: an initial study

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Date Issued:
1992
Abstract/Description:
University of Central Florida College of Education Thesis; The use of cognitively high level questions, those classified in Bloom's taxonomy at the application level and above, has been suggested as a teaching strategy which will help students develop critical thinking abilities. This study was designed to determine the effect of a program to teach nursing faculty how to ask cognitively high level questions. A convenience sample was used. Subjects in the treatment (N=10) and control (N=4) groups were faculty and the students in their clinical laboratory groups from four National League for Nursing accredited undergraduate nursing programs in the state of Florida. Pre- and post-intervention data on the cognitive level of questions asked in clinical post-conferences were collected by way of audiotapes recorded during the Fall 1991 semester. Members of the treatment group received an intervention which included and inservice class, subsequent feedback on questioning patterns, and a one hour seminar. Cognitive level of questions was coded using the Teacher Pupil Questioning Inventory. Descriptive statistics were used to compare data on the treatment and control group faculty and student percentages of cognitively high level questions. The significance of difference between groups was determined with the Mann-Whitney U Test. Prior to the intervention, faculty in the treatment group asked less cognitively high level questions than control group faculty. This difference was not staistically significant. After faculty in the treatment group participated in the intervention, their percentage of cognitively high level questions was higher than teh percentage for the control group. The difference was staistically significant (p=.012). Prior to the intervention, students in the treatment group asked less cognitively high level questions than control group students. This difference was not statistically significant. After treatment group faculty particpated in ther intervention, the percentage of congitively high level questions asked by students in their clinical groups dropped. The difference between percentages of cognitively high level questions asked by students in the treatment and control groups was still not statistically significant.
Title: Assessing the effects of a program to improve questioning skills of nurse educators in clinical post-conferences: an initial study.
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Name(s): Wink, Diane M., Author
Kysilka, Marcella, Committee Chair
Education, Degree Grantor
Type of Resource: text
Date Issued: 1992
Publisher: University of Central Florida
Language(s): English
Abstract/Description: University of Central Florida College of Education Thesis; The use of cognitively high level questions, those classified in Bloom's taxonomy at the application level and above, has been suggested as a teaching strategy which will help students develop critical thinking abilities. This study was designed to determine the effect of a program to teach nursing faculty how to ask cognitively high level questions. A convenience sample was used. Subjects in the treatment (N=10) and control (N=4) groups were faculty and the students in their clinical laboratory groups from four National League for Nursing accredited undergraduate nursing programs in the state of Florida. Pre- and post-intervention data on the cognitive level of questions asked in clinical post-conferences were collected by way of audiotapes recorded during the Fall 1991 semester. Members of the treatment group received an intervention which included and inservice class, subsequent feedback on questioning patterns, and a one hour seminar. Cognitive level of questions was coded using the Teacher Pupil Questioning Inventory. Descriptive statistics were used to compare data on the treatment and control group faculty and student percentages of cognitively high level questions. The significance of difference between groups was determined with the Mann-Whitney U Test. Prior to the intervention, faculty in the treatment group asked less cognitively high level questions than control group faculty. This difference was not staistically significant. After faculty in the treatment group participated in the intervention, their percentage of cognitively high level questions was higher than teh percentage for the control group. The difference was staistically significant (p=.012). Prior to the intervention, students in the treatment group asked less cognitively high level questions than control group students. This difference was not statistically significant. After treatment group faculty particpated in ther intervention, the percentage of congitively high level questions asked by students in their clinical groups dropped. The difference between percentages of cognitively high level questions asked by students in the treatment and control groups was still not statistically significant.
Identifier: CFR0008175 (IID), ucf:53065 (fedora)
Note(s): 1992-05-01
Ed.D.
Curriculum and Instruction
Doctorate
This record was generated from author submitted information.
Electronically reproduced by the University of Central Florida from a book held in the John C. Hitt Library at the University of Central Florida, Orlando.
Subject(s): Dissertations
Academic -- Education
Education -- Dissertations
Academic
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFR0008175
Restrictions on Access: public
Host Institution: UCF

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