Ward teaching skills : An investigation into the behavioural characteristics of effective ward teachers.

MARSON, Sheila N. (1981). Ward teaching skills : An investigation into the behavioural characteristics of effective ward teachers. Masters, Sheffield Hallam University (United Kingdom)..

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    Abstract

    This study is an exploration of the teaching and learning of nursing in the work environment.The research was designed to answer the following questions: 1. What routines and procedures are used for the induction, support and instruction of trainees in service areas? 2. How do trained nurses and nurse learners perceive teaching and learning? 3. What experiences do trainees consider result in significant learning? 4. What, in the learner's opinion, constitutes a missed learning opportunity? 5. Has the good 'teacher', viewed from the learner's perspective, any identifiable characteristics? 6. How do trained nurses communicate verbally with trainees? The attitudes and perceptions of ward sisters, student and pupil nurses were investigated by interviews. The data concerning the perceived characteristics of good teachers were developed into a questionnaire.The questionnaire was completed by a further 96 trainee nurses andthe results factor analysed. A profile was constructed from the factorsidentified. Finally, trained nurse-trainee verbal communications were observed, categorised and analysed on four wards for a four week period. This was followed by a further study of six identified good teachers.Analysis of the data leads to the conclusion that 'on the job' teaching of nurse learners is a complex global act in which the role model presented to the learner is a powerful influence. Nurses perceived as effective teachers express, generally, an attitude of care and concern for the welfare of others and a commitment to the training of nurse learners in particular.While it could not be said conclusively that 'effective' teachers use a 'participative' mode of communication, this trend was noted in two identified good teachers.

    Item Type: Thesis (Masters)
    Additional Information: Thesis (Ph.D.)--Sheffield Hallam University (United Kingdom), 1981.
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Hallam Doctoral Theses
    Depositing User: EPrints Services
    Date Deposited: 10 Apr 2018 17:23
    Last Modified: 13 Jun 2018 10:10
    URI: http://shura.shu.ac.uk/id/eprint/20754

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