Student perceptions of teaching and learning quality in a nursing skills lab
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While nurse educators believe their graduates are prepared for practice, experienced nurses view new graduates as inadequately prepared and needing improvement in basic psychomotor and clinical reasoning skills. This study focused on the fundamental nursing skills course, where students learn the foundational skills that are seen as lacking in the new graduates. The purpose of this nonexperimental quantitative correlational study was to examine whether student perceptions of the lab instructor’s use of the Principles of Instruction (Authentic Problems, Activation, Demonstration, Application, and Integration) predicted the students’ learning progress and mastery of the course objectives in the fundamental nursing skills course. A secondary purpose was to explore the difference between student and instructor ratings for student level of mastery. Data was collected using the Teaching and Learning Quality (TALQ) survey instrument from a purposive sample of first year ADN nursing students (n = 75) and clinical instructors (n = 6) at a publicly funded university in the mountain west region of the United States. The findings showed that the lab instructor’s overall use of the Principles of Instruction was a statistically significant predictor of Student Learning Progress (F[1,73] = 142.44, p < .001) and Student Self-Reported Level of Mastery (B = 0.91, p = .010). The lab instructor’s use of the principle of Demonstration was a statistically significant predictor of Student Learning Progress (B = 0.59, p < .001), while the lab instructor’s use of the principle of Authentic Problems was a statistically significant predictor of Student Self-Reported Level of Mastery (B = 0.91, p = .010). There was a statistically significant difference (t[74] = -6.23, p < .001) between the Student Self-Reported Level of Mastery (M = 7.05, SD = 1.54) and the Instructor-Reported Level of Mastery (M = 8.61, SD =1.22). Additional research is needed to investigate teaching strategies and approaches that promote student learning and mastery of all the basic nursing skills throughout the nursing program, especially those skills that new graduates were seen as lacking and to investigate the presence and possible causes of the disparity.
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This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3735896; ProQuest document ID: 1746623257. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | Descriptive/Correlational |
Research Approach | Quantitative Research |
Keywords | Nurse Educators; Nursing Education; Nursing Students; Student Level of Mastery; Skills Aquisition |
Grantor | Northcentral University |
Advisor | O'Byrne, Kristin; Kelso, Mark |
Level | Doctoral-Other |
Year | 2015 |
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