Assessing the Effectiveness of an Alternative Educational Intervention for Teaching Nursing Process

2.50
Hdl Handle:
http://hdl.handle.net/10755/150622
Type:
Presentation
Title:
Assessing the Effectiveness of an Alternative Educational Intervention for Teaching Nursing Process
Abstract:
Assessing the Effectiveness of an Alternative Educational Intervention for Teaching Nursing Process
Conference Sponsor:Sigma Theta Tau International
Conference Year:2006
Author:Morán, Laura, BSN
P.I. Institution Name:Universidad Nacional Autonoma de Mexico
Title:Ed Magister
Co-Authors:Artemisa Espinosa, ; Sandra Sotomayor, ; Zoila León, ; Rosario Ortega,
An educational intervention with a different way for teaching nursing process (NP) inside the classroom was designed, which will contribute for   better judgement development and clinical decision making. General objective: Assessing an educational intervention effectiveness that promotes critical thinking when students learn about the NP.  Specific objectives: 1) Comparing organization and conceptual change of those who participated, or didn?t, in the educational intervention.  2). Identifying  the linear association between critical thinking disposition and conceptual change.  Hypothesis: Students with greater disposition toward critical thinking and participating in the educational intervention would increase organization and conceptual change. Methodology: Comparative, transverse study. Two ?untouched? groups: one with an educational intervention, other as control group.  Pre-test: Sixty two nursing fundaments students completed a test about nursing process,  with three open questions in the descriptive, explicative, and exemplary epistemological levels,  to know their conceptual organization.  CCTDI (Facione, Sánchez & Facione, 1992) was applied to know their disposition toward critical thinking. The intervention involved acknowledging previous knowledge, orienting questions, examples, and case analyses.  Post-test: the same questionnaire was applied three weeks after the themes were taught.  The Propositional Analysis Model (MAP) was applied.  Student?s T for independent samples was carried out.  Pearson?s correlations were performed.  Findings: About  learning of  nursing process, nursing diagnosis and care planning concepts, although no statistically significant differences were found between groups (t= -.431, gl = 58, p= >.05), according to MAP hypothesis and their quantitative and qualitative indexes, there were conceptual changes, since students went up from Referential (pre-test) to Conceptual Framework (post-test); from referential  to referential framework; and from Notional to Referential Framework, respectively.  No correlation was found between disposition toward critical thinking  and conceptual change (rp=.003, p=.982).  Implications: nurses with critical and significant learning reflected on solid conceptual organizations will contribute to better judgements development and clinical decision making.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleAssessing the Effectiveness of an Alternative Educational Intervention for Teaching Nursing Processen_GB
dc.identifier.urihttp://hdl.handle.net/10755/150622-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Assessing the Effectiveness of an Alternative Educational Intervention for Teaching Nursing Process</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2006</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Mor&aacute;n, Laura, BSN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Universidad Nacional Autonoma de Mexico</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Ed Magister</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">eneolm@yahoo.com</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Artemisa Espinosa, ; Sandra Sotomayor, ; Zoila Le&oacute;n, ; Rosario Ortega,</td></tr><tr><td colspan="2" class="item-abstract">An educational intervention with a different way for teaching nursing process (NP) inside the classroom was designed, which will contribute for&nbsp; &nbsp;better judgement development and clinical decision making. General objective: Assessing an educational intervention effectiveness that promotes critical thinking when students learn about the NP.&nbsp; Specific objectives: 1) Comparing organization and conceptual change of those who participated, or didn?t, in the educational intervention.&nbsp; 2). Identifying &nbsp;the linear association between critical thinking disposition and conceptual change.&nbsp; Hypothesis: Students with greater disposition toward critical thinking and participating in the educational intervention would increase organization and conceptual change. Methodology: Comparative, transverse study. Two ?untouched? groups: one with an educational intervention, other as control group.&nbsp; Pre-test: Sixty two nursing fundaments students completed a test about nursing process,&nbsp; with three open questions in the descriptive, explicative, and exemplary epistemological levels, &nbsp;to know their conceptual organization.&nbsp; CCTDI (Facione, S&aacute;nchez &amp; Facione, 1992) was applied to know their disposition toward critical thinking. The intervention involved acknowledging previous knowledge, orienting questions, examples, and case analyses.&nbsp; Post-test: the same questionnaire was applied three weeks after the themes were taught.&nbsp; The Propositional Analysis Model (MAP) was applied.&nbsp; Student?s T for independent samples was carried out.&nbsp; Pearson?s correlations were performed.&nbsp; Findings: About &nbsp;learning of &nbsp;nursing process, nursing diagnosis and care planning concepts, although no statistically significant differences were found between groups (t= -.431, gl = 58, p= &gt;.05), according to MAP hypothesis and their quantitative and qualitative indexes, there were conceptual changes, since students went up from Referential (pre-test) to Conceptual Framework (post-test); from referential &nbsp;to referential framework; and from Notional to Referential Framework, respectively.&nbsp; No correlation was found between disposition toward critical thinking &nbsp;and conceptual change (rp=.003, p=.982).&nbsp; Implications: nurses with critical and significant learning reflected on solid conceptual organizations will contribute to better judgements development and clinical decision making.</td></tr></table>en_GB
dc.date.available2011-10-26T10:38:15Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:38:15Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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