Evaluation of questioning as a strategy to facilitate development of critical thinking by faculty in the clinical setting

Cardinal Scholar

Show simple item record

dc.contributor.advisor Armstrong, Joseph L. en_US
dc.contributor.author Katterheinrich, Michelle K. en_US
dc.date.accessioned 2011-06-03T19:27:34Z
dc.date.available 2011-06-03T19:27:34Z
dc.date.created 2008 en_US
dc.date.issued 2008
dc.identifier LD2489.Z64 2008 .K38 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/177228
dc.description.abstract Nursing schools today are bound by accreditation agencies to produce graduate nurses who can think critically. Clinical instructors play the dominant role in transitioning students from the didactic experience to the clinical experience. The clinical experience is where students practice higher levels of thinking under the supervision and guidance of a clinical instructor in order to arrive at safe patient care decisions. Regardless of the teaching method used to develop critical thinking skills, it is the underlying questioning skill of the instructor that facilitates the growth of critical thinking (Giddings, Dyson, Entwistle, Macdiarmid, Marshall, & Simpson, 2000; Hermiz, 2001, p. 183; Myrick & Yonge, 2002).The purpose of the descriptive study was fourfold: (a) to examine the cognitive characteristics of questions asked by clinical nurse faculty of baccalaureate nursing students, (b) to examine faculty perceptions of the questions being asked in the clinical setting, (c) to examine the questions asked under the categories posed by Myrick and Yonge (2002) of theoretical knowledge, clinical decision-making and action in an effort to determine if systematic questioning is occurring that moves students from theoretical knowledge through to nursing action, and (d) to compare faculty perceptions of the questions asked. Questions were examined for level and type as defined by Craig and Paige (1981); and context in which the question was posed utilizing the guidelines posed by Myrick and Yonge (2002) as theoretical knowledge, clinical decision-making and action. The academic and professional characteristics of clinical faculty were captured utilizing a demographic survey.Findings mirror that of previous research. Clinical faculty continue to ask low cognitive level questions of baccalaureate nursing students. Approximately 71.8% of the questions represented the categories of knowledge, comprehension and application. In addition, over 21% of the questions posed fell into the category of "other" representing questions that were primarily yes/no, and information seeking type questions When looking at sequencing of questions, again, primarily the questions fell into the theoretical knowledge category, and did not move the student through to the evaluation of nursing care. en_US
dc.description.sponsorship Department of Educational Studies
dc.format.extent viii, 161 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Questioning. en_US
dc.subject.lcsh Critical thinking. en_US
dc.subject.lcsh Nursing -- Study and teaching (Higher) en_US
dc.title Evaluation of questioning as a strategy to facilitate development of critical thinking by faculty in the clinical setting en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1389685 en_US

Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


My Account