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The effect of a self-instructional module on the level of questions posed by nursing instructors during post-clinical conferences

University of British Columbia

The effect of a self-instructional module on the level of questions posed by nursing instructors during post-clinical conferences. The education of many clinical nursing instructors prepared them to nurse, not to teach. When conducting post-clinical conferences, the nursing instructor is expected to help students integrate their experiences and relate them to classroom teaching and nursing theory. One of the many skills required to do this, is the posing of thought-provoking questions. The purpose of this study was to prepare, and evaluate the effectiveness of, educational materials for clinical nursing instructors in order that they may improve their questioning skills during post-clinical conferences. A self-instructional learning module was designed to teach nursing instructors how to ask questions directed toward the higher levels of cognitive processes. A question classification scheme based on Bloom's Taxonomy was developed. Learning activities included reading, identification of questions, generation of questions, and analysis of questions asked during a recording of one of the learner's post-clinical conferences. The question addressed in the experimental phase of this study was, "Can the level of questions asked by nursing instructors during post- clinical conferences be raised by the study of a specific self-instructional module?" The design of the study was a pretest - posttest control group design. The subjects were fourteen nursing instructors representing four faculties of nursing. Six instructors formed the experimental group and eight, the control group. The independent variable was the self-instructional module. The dependent variable was the percentage of high level questions asked by nursing instructors. High level questions were considered to be those that addressed the application level, or above, of Bloom's Taxonomy. Data were obtained on half-hour audiotapes of post-clinical conferences. All questions asked by both instructors and students were transcribed into written form and coded according to the classification scheme developed for this study. When the gain scores of the experimental group were compared with those of the control group, a significant difference was found. It was concluded that the self-instructional module had been effective in raising the level of questions asked. A second hypothesis to test the relation between the level of questions asked by instructors and the level of questions asked by their students, was abandoned due to an insufficient number of student questions.

Text

2010-03-06

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http://hdl.handle.net/2429/21598

Education

University of British Columbia

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