• Login
    View Item 
    •   ResearchSpace Home
    • College of Health Sciences
    • School of Nursing & Public Health
    • Nursing
    • Masters Degrees (Nursing)
    • View Item
    •   ResearchSpace Home
    • College of Health Sciences
    • School of Nursing & Public Health
    • Nursing
    • Masters Degrees (Nursing)
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Comparative analysis of the effects of two curricular approaches to the development of clinical reasoning abilities in nursing students following comprehensive basic nursing programmes.

    Thumbnail
    View/Open
    Mfidi_Faniswa_Honest_2002.pdf (3.608Mb)
    Date
    2001
    Author
    Mfidi, Faniswa Honest.
    Metadata
    Show full item record
    Abstract
    A comparative analysis was undertaken using descriptive survey and cross-sectional design to explore the effects of two curricular approaches ( Problem-based learning and traditional) used in Comprehensive basic nursing programme on the development of, clinical reasoning abilities of nursing students was undertaken, Triple Jump Exercise as the data collection instrument was used to evaluate students' abilities, in clinical reasoning, Using quota sampling technique, a convenience sample of 87 subjects was selected from two nursing institutions using these two approaches, These were student nurses in their 1st, 2nd and 4th year levels of study, Using individual interviews, subjects were required to think aloud and verbalize their clinical reasoning after being presented with a clinical scenario, Subjects' verbalizations were quantified, based on the criteria specified in the evaluation form of the data collecting instrument, and total scores were obtained, Analysis using computer software package (SAS) was done to provide for descriptive and statistical summarisation, Though descriptive analysis through mean scores of clinical reasoning showed slight differences resulting from the curricular approaches used. this was not confirmed statistically as the two factor ANOVA and Tukey's method revealed no significant differences by approaches nor their interaction with level of study, Only levels of study had significant differences at p=O,OOO I, with senior levels outperforming their juniors, These findings therefore conclude that PBL and the traditional approach perfonn on a similar level in clinical reasoning. Nurse educators are therefore challenged to identify effective strategies to enhance and nurture clinical reasoning, One strategy, which this study recommends, is the use of case-based approaches in CBNP.
    URI
    http://hdl.handle.net/10413/5443
    Collections
    • Masters Degrees (Nursing) [198]

    DSpace software copyright © 2002-2013  Duraspace
    Contact Us | Send Feedback
    Theme by 
    @mire NV
     

     

    Browse

    All of ResearchSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsAdvisorsTypeThis CollectionBy Issue DateAuthorsTitlesSubjectsAdvisorsType

    My Account

    LoginRegister

    DSpace software copyright © 2002-2013  Duraspace
    Contact Us | Send Feedback
    Theme by 
    @mire NV