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Nursing process, student attributes, and teaching methodologies.

J F Kissinger, B A Munjas

    Nursing Research
    |July 1, 1981
    PubMed
    Summary

    This study examined how teaching methods impact nursing students' ability to use the nursing process. Key student attributes like inference ability and locus of control significantly predicted nursing process skills.

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    Predictors of student success.

    Nursing outlook·1982

    Area of Science:

    • Nursing Education
    • Healthcare Professional Development
    • Clinical Skills Training

    Background:

    • The nursing process is fundamental to effective patient care.
    • Understanding factors influencing nursing students' proficiency is crucial for optimizing education.
    • Student attributes may interact with teaching methodologies to affect skill acquisition.

    Purpose of the Study:

    • To investigate the relationship between nursing process teaching methodologies and student ability.
    • To explore the influence of specific student attributes on nursing process competency.
    • To identify key predictors of successful nursing process application in students.

    Main Methods:

    • Data collected from 201 nursing students across six institutions at the start and end of their first clinical course.
    • Assessed student attributes including perceptual functioning, impulsiveness, locus of control, thinking abilities, and scholastic aptitude.
    • Utilized faculty surveys (n=77) to identify prevalent teaching methodologies, with teacher-dominated presentation being most common and individual conferences least common.

    Main Results:

    • Significant increases in mean scores were observed for the Group Embedded Figures Test, Different Uses Test, and Inference Test.
    • A significant predictive relationship was identified between the ability to use the nursing process and inference ability, locus of control, and minimal time spent in small group discussions.
    • Teacher-dominated presentations were the most frequently used teaching method, while individual conferences were least utilized.

    Conclusions:

    • Inference ability and locus of control are significant predictors of nursing process competency in students.
    • Teaching methodologies, particularly the extent of small group discussion, appear to influence the development of nursing process skills.
    • Further research into optimizing teaching strategies to enhance student application of the nursing process is warranted.

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