2.50
Hdl Handle:
http://hdl.handle.net/10755/155218
Type:
Presentation
Title:
Introducing Research and a Culturally Inclusive Teaching/Learning Dialogue
Abstract:
Introducing Research and a Culturally Inclusive Teaching/Learning Dialogue
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Hunt-Slamow, Patricia, PhD, MSN, BSN, RN
P.I. Institution Name:College of Mount Saint Vincent
Title:Associate Professor
[Evidence-based Presentation] Assertive communication processes are universally pivotal to every avenue of professional nursing practice as nurses advocate for patients, families, communities and for the profession itself.á Being assertive is a skill involving myriad cultural nuances associated with direct face-to-face discussions. In the present global environment it is imperative that we explore new and creative ways for empowering future professional nurses with these skills. Today, a timely introduction into professional nursing roles involves nurturing multiculturalism and research among our newest baccalaureate students. The purpose of this study was twofold:áfirst, students were introduced to research processes while they decided whether or not to participate in this study by reviewing informed consents and demographic data inquiries.á Second, using a quasi experimental, pre-test post test design, the researcher compared the outcomes of traditional vs. innovative teaching strategies on the test scores of two comparable cohorts of multicultural undergraduate nursing students who were learning assertive communication skills. A flip of a coin was used to determine which cohort the students would be assigned: the group with traditional learning approaches or the group exposed to more innovative teaching strategies. Data for analysis were derived from pre and post tests using the "Rathus Assertiveness Schedule" (Rathus, S. 1973) and a 15áquestionámultiple choice mid term exam provided to both groups. The purpose of this presentation is :1. To describe two different approaches to the teaching of assertive communication skills to two culturally diverse groups of nursing students in a baccalaureate nursing program; and 2. To present the results of the analysis of data related to this study.
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.titleIntroducing Research and a Culturally Inclusive Teaching/Learning Dialogueen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155218-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Introducing Research and a Culturally Inclusive Teaching/Learning Dialogue</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">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Hunt-Slamow, Patricia, PhD, MSN, BSN, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">College of Mount Saint Vincent</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">Patricia.Hunt-Slamow@mountsaintvincent.edu</td></tr><tr><td colspan="2" class="item-abstract">[Evidence-based Presentation] Assertive communication processes are universally pivotal to every avenue of professional nursing practice as nurses advocate for patients, families, communities and for the profession itself.&aacute; Being assertive is a skill involving myriad cultural nuances associated with direct face-to-face discussions. In the present global environment it is imperative that we explore new and creative ways for empowering future professional nurses with these skills. Today, a timely introduction into professional nursing roles involves nurturing multiculturalism and research among our newest baccalaureate students. The purpose of this study was twofold:&aacute;first, students were introduced to research processes while they decided whether or not to participate in this study by reviewing informed consents and demographic data inquiries.&aacute; Second, using a quasi experimental, pre-test post test design, the researcher compared the outcomes of traditional vs. innovative teaching strategies on the test scores of two comparable cohorts of multicultural undergraduate nursing students who were learning assertive communication skills. A flip of a coin was used to determine which cohort the students would be assigned: the group with traditional learning approaches or the group exposed to more innovative teaching strategies. Data for analysis were derived from pre and post tests using the &quot;Rathus Assertiveness Schedule&quot; (Rathus, S. 1973) and a 15&aacute;question&aacute;multiple choice mid term exam provided to both groups. The purpose of this presentation is :1. To describe two different approaches to the teaching of assertive communication skills to two culturally diverse groups of nursing students in a baccalaureate nursing program; and 2. To present the results of the analysis of data related to this study.</td></tr></table>en_GB
dc.date.available2011-10-26T13:38:40Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:38:40Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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