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Script Concordance and the Think-Aloud Approach Through the Lens of Cognitive Apprenticeship Theory
1Author Affiliation: Assistant Professor, University of Maine School of Nursing, Orono.
Nurse Educator
|April 1, 2021
Summary
Script concordance (SC) with the think-aloud (TA) approach improved clinical reasoning in nursing students. This educational strategy, grounded in cognitive apprenticeship theory, shows promise for prelicensure nursing education.
Area of Science:
- Nursing Education
- Clinical Reasoning Development
- Cognitive Apprenticeship Theory
Background:
- Script concordance (SC) and think-aloud (TA) approaches can enhance clinical reasoning.
- Cognitive apprenticeship theory provides a framework for effective learning.
Purpose of the Study:
- To evaluate if SC combined with TA, based on cognitive apprenticeship theory, improves clinical reasoning.
- Focus on senior-level prelicensure nursing students in a baccalaureate program.
Main Methods:
- Quantitative, nonexperimental design in a didactic pediatric nursing course.
- Developed an SC/TA learning activity rooted in cognitive apprenticeship theory.
- Utilized SC testing and TA testing methods.
Main Results:
- A statistically significant difference was found in SC scores over time (P = .001 and .003) for the fall 2018 cohort.
- Indicates improvement in clinical reasoning as measured by SC scores.
Conclusions:
- The SC/TA teaching/learning activity effectively fosters clinical reasoning in prelicensure nursing students.
- This approach offers a structured method to enhance clinical judgment in nursing education.
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