Nursing process, student attributes, and teaching methodologies.
This study investigated the relationship among methodologies used in teaching the nursing process, nursing students' ability to use nursing process, and the following student attributes of: field-related perceptual functioning, impulsiveness, locus of control, convergent-divergent thinking ability, and scholastic aptitude. Data were collected from 201 students at the beginning and at the end of their first clinical nursing course in six institutions. Mean scores on the Group Embedded Figures Test, Different Uses Test, and Inference Test increased significantly. The most-used teaching methodology was teacher-dominated presentation; the least-used, individual conference. Findings regarding methods were based on replies from 77 faculty teaching the clinical course. A significant predictive relationship was found between the ability to use nursing process and inference ability, locus of control, and minimal time spent in small group discussion.
D000328:Adult; D001077:Aptitude Tests; D003071:Cognition; D004508:Education, Nursing, Baccalaureate; D005260:Female; D005364:Field Dependence-Independence; D006801:Humans; D007389:Internal-External Control; D008297:Male; D009736:Nursing Process; D010551:Personality; D011581:Psychological Tests; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching / Q000379:methods*