Abstract
While nurse educators believe their graduates are prepared for practice, experienced nurses view new graduates as inadequately prepared and needing improvement in basic psychomotor and clinical reasoning skills. This study focused on the fundamental nursing skills course, where students learn the foundational skills that are seen as lacking in the new graduates. The purpose of this nonexperimental quantitative correlational study was to examine whether student perceptions of the lab instructor's use of the Principles of Instruction (Authentic Problems, Activation, Demonstration, Application, and Integration) predicted the students' learning progress and mastery of the course objectives in the fundamental nursing skills course. A secondary purpose was to explore the difference between student and instructor ratings for student level of mastery.
Sigma Membership
Gamma Nu
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Nurse Educators, Nursing Education, Nursing Students, Student Level of Mastery, Skills Aquisition
Advisor
Kristin O'Byrne
Second Advisor
Mark Kelso
Degree
Doctoral-Other
Degree Grantor
Northcentral University
Degree Year
2015
Recommended Citation
Daly, Jill F., "Student perceptions of teaching and learning quality in a nursing skills lab" (2021). Dissertations. 390.
https://www.sigmarepository.org/dissertations/390
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2021-11-01
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3735896; ProQuest document ID: 1746623257. The author still retains copyright.