Effects of guided design and lecture teaching strategies on knowledge recall and on problem-solving performance of student nurses.
The purpose of this study was to compare the effect of guided design and lecture teaching strategies on the clinical problem-solving performance of first quarter student nurses. The guided design treatment (written simulations and small group interaction) was selected especially with a view of developing new approaches to teaching nursing diagnosis. A total of 50 students, enrolled in Fundamentals of Nursing, were randomly assigned to two treatment groups: guided design and lecture. Each group received 10 hours of instruction. Treatment groups remained intact for 6 weeks of clinical practice following instruction. Recall knowledge of the nursing process was measured by an objective examination, and performance in problem solving was measured through the use of a care plan evaluation tool. Data were analyzed using analysis of variance and t-tests. Students taught by guided design scored significantly higher than those taught by lecture in preparing a patient care plan for an actual patient and for a simulated patient. Knowledge of the nursing process as tested by an objective examination was not significantly different for the two treatment groups.
Newsome
G G
GG
Tillman
M H
MH
D000328:Adult; D002983:Clinical Competence; D004507:Education, Nursing, Associate; D005260:Female; D006801:Humans; D015402:Nursing Education Research; D009736:Nursing Process; D011340:Problem Solving; D013663:Teaching / Q000379:methods / Q000592:standards*