Using questioning as a teaching strategy

Area of Science:

• Nursing Education
• Pedagogy
• Health Professions Education

Background:

• Questioning is a fundamental teaching strategy in nursing education.
• Effective questioning facilitates critical thinking and knowledge application.
• Current approaches to questioning may not fully optimize student learning outcomes.

Purpose of the Study:

• To analyze the key components of effective questioning in nursing education.
• To provide a framework for faculty to improve their use of questioning strategies.
• To enhance nursing students' ability to apply acquired knowledge in novel situations.

Main Methods:

• Review of existing literature on teaching strategies and questioning techniques.
• Analysis of question characteristics including classification, environment, source, delivery, and response.
• Development of a conceptual model for effective questioning.

Main Results:

• Effective questioning requires deliberate consideration of multiple factors.
• Analyzing question classification, environment, source, delivery, and response can refine teaching.
• A structured approach can improve the impact of questioning on student learning.

Conclusions:

• Faculty can significantly enhance the effectiveness of questioning as a teaching strategy.
• Optimizing questioning techniques supports nursing students' development of critical thinking and application skills.
• This framework offers practical guidance for improving pedagogical practices in nursing education.