scholarly journals Using appreciative inquiry to transform student nurses’ image of nursing

Curationis ◽  
2015 ◽  
Vol 38 (1) ◽  
Author(s):  
Motshedisi E. Chauke ◽  
Dirk Van Der Wal ◽  
Annalie Botha
Keyword(s):  
Working Conditions ◽  
Appreciative Inquiry ◽  
Teaching Strategy ◽  
Student Nurses ◽  
Positive Change ◽  
College And University ◽  
Positive Image ◽  
Post Test ◽  
Quasi Experimental ◽  
Negative Perceptions

Introduction: Literature provides adequate evidence of a poor perception of nursing within the profession, resulting in high rates of attrition of student nurses and newly qualified nurses. The nursing profession, in particular nurse educators, has an ethical and professional responsibility to find innovative strategies to promote the positive image of nursing amongst student nurses.Purpose: The purpose of the study was to explore the potential of appreciative inquiry (AI) as an intervention teaching strategy to transform student nurses’ image of nursing.Design: A quantitative, quasi-experimental, explorative-descriptive design comprising the pretest, appreciative inquiry as intervention, and the post-test was used.Methods: Convenience sampling was used to select third and fourthyear college and university student nurses in the Gauteng province of South Africa for the pre- and the post-test respectively. Data were collected by means of a questionnaire and analysed by SPSS version 20.0.Findings: The pretest results revealed a mix of positive and negative perceptions of the image of nursing amongst student nurses. The negative perceptions of the image of nursing that needed intervention included the working conditions of nurses, and the perception of nursing as a profession that was not respected and appreciated. The post-test results showed a significant and positive change in the student nurses’ perception of the image of nursing as a respected and appreciated profession. Although AI resulted in a negative to positive change in some aspects of student nurses’ image of nursing, the negative perceptions of the working conditions of nurses remained and became more negative. The positive image of gender in nursing was enhanced following the implementation of AI.Conclusion: Appreciative inquiry demonstrated potential as a teaching strategy to produce a positive nursing image change and positive orientation towards nursing amongst student nurses.

scholarly journals The Effect of Multipass Strategy on Students’ Reading Comprehension at Senior High School Level

2018 ◽  
Vol 5 (1) ◽  
pp. 20-32
Author(s):  
AHMAD JAILANI
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Teaching Strategy ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
Post Test ◽  
Quasi Experimental ◽  
The Subject ◽  
Second Year

Being able to read in English is very important. Success in reading is the most necessary because it is a basic tool of education. Based on the syllabus of Islamic Senior high School Hidayatul Mubtadiin (MAHM), it is hoped that students should comprehend monolog texts in narrative, spoof and hortatory exposition forms well. After doing preliminary observation at MAHM, some of the students of the second year still had low ability in their reading comprehension. The dominant factors influencing their low reading comprehension are the lack of vocabulary and teaching strategy of reading comprehension. From the two of dominant factors, the researcher is interested to investigate about teaching reading comprehension. Thus, the researcher conducted a research on the effect of Multipass strategy on Reading comprehension. This research investigates students’ reading comprehension taught by using multipass strategy at MAHM Siak Sri Inderapura. The design of this study was Quasi-experimental research by post-test only. The subject of this research was the second year students of MAHM. The total population was 42 students, and the sample was 42 students. Data were collected by using a test. Then, the data were analyzed by using t-test formula. It was found that there was a significant effect of using multi pass strategy on students’ reading comprehension at MAHM.

scholarly journals A Multistep Inquiry Approach to Improve Pre-Service Elementary Teachers’ Conceptual Understanding

2019 ◽  
Vol 6 (1) ◽  
pp. 86
Author(s):  
Lloyd M. Mataka ◽  
Rex Taibu
Keyword(s):  
Conceptual Understanding ◽  
Physical Science ◽  
Teaching Strategy ◽  
Control Group ◽  
Research And Teaching ◽  
Test Study ◽  
Inquiry Approach ◽  
Post Test ◽  
Comparison Groups ◽  
Quasi Experimental

A quasi-experimental control group pre- and post-test study was used to determine the effect of a Multi-Step Inquiry (MSI) approach on pre-service elementary school teacher’s conceptual understanding. The MSI study involved the development of a conceptual workbook, and a Physical Science Concept Inventory. The conceptual workbook has activities that explicitly target students’ misconceptions in physical science. The inventory has three categories: forces and motion, heat and temperature, and electricity. Descriptive and inferential statistics were used to interpret the data. Independent t-tests were used to compare the experimental and comparison groups. Further, Cohen’s d and Hake’s g effect sizes were used to determine the effectiveness of MSI. Results indicated that the MSI approach as an effective teaching strategy for conceptual understanding. As such, the authors have made recommendations for both research and teaching.

scholarly journals Teaching Reading through Reciprocal Teaching Strategy

2018 ◽  
Vol 4 (2) ◽  
pp. 88
Author(s):  
Deni Afrizatama
Keyword(s):  
Teaching Strategy ◽  
Reciprocal Teaching ◽  
Eighth Grade ◽  
Control Group ◽  
Teaching Reading ◽  
Before And After ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Academic Year

This  is  experimental  research  with  quantitative  approach  to  analyse  the  data. Quasi  experimental  is  used  to  gain  the  data  by  using  the  matching  only  pretest  – postest  control  group  design.Tne  main  ptirpose  of  tnis  researcn  was  intended  to  find out  whether  reciprocal  teaching  strategy  in  teaching  reading  for  the  eighth  grade  at SMPN 10 Kota Cirebon is effective or not and what the students’ response in learning reading using reciprocal teaching strategy are. In this research. The population of this research  was  eighth  grade  students  of  SMPN  10  Kota  Cirebon  in  the  2015/2016 academic year. The number population is about 270 students consisted of nine classes and each class consisted of 25  – 30 students.  This research only took two classes as sample,  VIII  H  as  control  class  and  VIII  I  as  experimental  class.  There  were  two research  instruments  that  was  used  to  gather  the  data:  Test  (Pre-test  and  Post-test) was used to find out the students’s achievement in reading before and after teaching reading by using reciprocal teaching strategy and questionnaire was used to find out the students’ response about learning reading using reciprocal teaching strategy. After collecting the data, the data was analyzed by using t-test formula from fraenkel to find out  t-account.  The  result  of  the  test  showed  that  t-account  was  4.47  and  t-table  was 2.012  with  (df)  48  and  significant  level  0.05  (5%).  It  means  that  t-account  (4.47)  is higher  than  t-table  (2.021).  It  can  be  concluded  that  (Ha)  “Reciprocal  teaching strategyis  effectivein  teaching  reading  for  the  eighth  grade  at  SMPN  10  Kota Cirebon.” is accepted.

Flipping the Class for Students to Learn to Teach Economics

2018 ◽  
pp. 287-306 ◽  
Author(s):  
Micheal Moos van Wyk
Keyword(s):  
Distance Learning ◽  
Experimental Design ◽  
Student Teachers ◽  
Direct Instruction ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Further Education ◽  
Current Debate ◽  
Post Test ◽  
Quasi Experimental

The current debate at colleges of teacher education about introducing and redesigning learning programmes by including flipped classroom pedagogy emerged as a technology-integrated teaching strategy as a means to support students in an open distance learning approach. The flipped classroom pedagogy (FCP) is a student centeredness teaching strategy that the lecturer and student teachers interact through in-class or out-of-class activities. This chapter explores to what extent does a Flipped Classroom Pedagogy enhances student teachers' learning as compares to Direct Instruction method when learning to teach Economics at an open distance learning university. The study adopted quasi-experimental design, encompasses a pre-test, post-test and Flipped Classroom Pedagogy Questionnaire. A purposive sampling of Post Graduate Certificate of Education (PGCE) and Batchelor of Education (BEd: Senior and Further Education and Training phase) student teachers (n=371) was selected. Results showed that the used of Flipped Classroom Pedagogy in the quasi-experimental design and on the online survey influenced student teachers' performance as compared to the Direct Instruction method in the course. Further research is needed with larger samples including other teacher teaching methodology courses that will yield different results.

scholarly journals Effect of Geogebra on Pre-Service Teachers' Achievement and Perception of Circle Theorems at E. P. College of Education, Bimbilla-Ghana

2020 ◽  
Vol 5 (8) ◽  
pp. 1202-1215
Author(s):  
Anas Seidu Salifu
Keyword(s):  
Effect Size ◽  
Teaching Strategy ◽  
College Of Education ◽  
T Test ◽  
Large Effect Size ◽  
Design Data ◽  
Post Test ◽  
Quasi Experimental ◽  
Education In Ghana ◽  
Experimental Group

The study determined the effects of Geogebra on pre-service teacher's achievement and perception in circle theorems. The study was carried out in Evangelical Presbyterian (E.P.) College of Education, Bimbilla. Three research questions were formulated to guide the study. A sample size of 88 pre-service teachers (PSTs) was used. The control and experimental groups had 45 and 43 pre-service teachers respectively. The study used a quasi-experimental design. Data were collected from the subjects and analyzed quantitatively using SPSS version 18 on the close-ended questionnaire and the achievement pre-test and post-test. The pretest and post-test were analyzed using an independent sample t-test while the perception questionnaire used percentages, mean, and standard deviation in the analysis. Results from the study revealed that students taught circles theorem with Geogebra teaching strategy achieved a higher mean score than those taught through the conventional method with large effect size. The experimental group showed a positive interest in the Geogebra teaching strategy of teaching circles. The paired sample t-test also confirmed that the experimental group gained a mean difference of 9.83 in post-test with a large effect size too. The study recommends the integration of Geogebra into the teaching of circle concepts and theorems at the colleges of education in Ghana.

scholarly journals Aula simulada no ensino de ações de enfermagem na intubação

2018 ◽  
Vol 12 (3) ◽  
pp. 592
Author(s):  
Mateus Goulart Alves ◽  
Cinthia Cristina de Paulo Morais ◽  
Jozekeli Maia de Oliveira ◽  
Aline Teixeira Silva ◽  
Vanessa Oliveira Silva Pereira ◽  
...  
Keyword(s):  
Tracheal Intubation ◽  
Life Support ◽  
Teaching Strategy ◽  
Emergency Nursing ◽  
Multiple Choice Questions ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Predominantly Female ◽  
Nursing Professionals

RESUMOObjetivo: avaliar o uso da aula simulada para o ensino de ações de Enfermagem na intubação traqueal. Método: estudo quantitativo, quase experimental, tipo pré e pós-teste, realizado com 26 profissionais de Enfermagem dos serviços de urgência e emergência utilizando um questionário com 12 questões de múltipla escolha, baseado nas diretrizes do Pre-Hospital Trauma Life Support, aplicado antes e depois da aula simulada. Os dados coletados foram analisados por frequência simples e apresentados em tabelas. Resultados: verificou-se predominância do sexo feminino (73%), idade entre 20-39 anos (77%), categoria de técnicos de Enfermagem (50%), um a cinco anos de formação (46%), atuantes em intubação traqueal (77%) e sem capacitação periódica (81%). Verificou-se que 81% possuíam conhecimento sobre intubação traqueal e, após a estratégia de ensino, por meio de aula simulada, 98% ampliaram seus conhecimentos. Conclusão: a aula simulada é uma estratégia efetiva para o ensino de profissionais de Enfermagem sobre ações na intubação traqueal contribuindo para o avanço do conhecimento científico. Descritores: Enfermagem em Emergência; Capacitação em Serviço; Intubação; Simulação; Ensino; Conhecimento.ABSTRACTObjective: to evaluate the use of the simulated class for the teaching of Nursing actions in tracheal intubation. Method: a quasi-experimental, quasi-experimental, pre-and post-test study with 26 Emergency and Emergency Nursing professionals using a questionnaire with 12 multiple choice questions, based on Pre-Hospital Trauma Life Support guidelines applied before and after the simulated class. The collected data were analyzed by simple frequency and presented in tables. Results: predominantly female (73%), age between 20-39 years (77%), Nursing technicians category (50%), one to five years of training (46%), tracheal intubation (77%) and without periodic training (81%). It was verified that 81% had knowledge about tracheal intubation and, after the teaching strategy, through simulated class, 98% expanded their knowledge. Conclusion: the simulated class is an effective strategy for the teaching of Nursing professionals about actions in tracheal intubation contributing to the advancement of scientific knowledge. Descriptors: Emergency Nursing; Intervice Training; Intubation; Simulation; Teaching; Knowledge.RESUMEN Objetivo: evaluar el uso de la clase simulada para la enseñanza de acciones de Enfermería en la intubación traqueal. Método: estudio cuantitativo, casi experimental, tipo pre y post-test, realizado con 26 profesionales de Enfermería de los servicios de urgencia y emergencia, utilizando un cuestionario con 12 preguntas de múltiple elección, basado en las directrices del Pre-Hospital Trauma Life Support, aplicado antes y después de la clase simulada. Los datos recolectados fueron analizados por frecuencia simple y presentados en tablas. Resultados: se verificó predominancia del sexo femenino (73%), edad entre 20-39 años (77%), categoría de técnicos de Enfermería (50%), uno a cinco años de formación (46%), actuantes en intubación traqueal (77%) y sin capacitación periódica (81%). Se verificó que el 81% poseía conocimiento sobre intubación traqueal, y después de la estrategia de enseñanza, a través de clase simulada, el 98% amplió sus conocimientos. Conclusión: la clase simulada es una estrategia efectiva para la enseñanza de profesionales de Enfermería sobre acciones en la intubación traqueal, contribuyendo al avance del conocimiento científico. Descriptores: Enfermería de Urgencia; Capacitación em Servicio; Intubación; Simulación; Enseñanza; Conocimiento.

scholarly journals Permanent education for good practices in the prevention of pressure injury: almost-experiment

2019 ◽  
Vol 72 (6) ◽  
pp. 1646-1652
Author(s):  
Ana Laura Mendes Campoi ◽  
Rosana Huppes Engel ◽  
Thaís Santos Guerra Stacciarini ◽  
Aldenora Laísa Paiva de Carvalho Cordeiro ◽  
Adriana Feliciana Melo ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Teaching Strategy ◽  
Significance Level ◽  
Hybrid Teaching ◽  
Post Test ◽  
Pressure Injury ◽  
Quasi Experimental ◽  
The Difference ◽  
Student’S T ◽  
Nurses Knowledge

ABSTRACT Objective: To verify the effectiveness of the educational intervention through the evaluation of nurses’ knowledge about prevention of pressure injury. Method: A quasi-experimental study with a single group, carried out with 95 nurses from a teaching hospital in the interior of Minas Gerais, in August and September 2017. As a teaching strategy, the active methodology and hybrid teaching were used, based on the reference of the Method of the Arch of Charles Maguerez. Data were collected from a validated instrument, called the Pieper Knowledge Test, and analyzed by descriptive statistics and Student’s t-test with significance level of p <0.001. Results: The mean number of correct answers obtained by the nurses was 78.8% in the pre-test and 88.8% in the post-test, and the difference was statistically significant (p <0.001). Conclusion: The educational intervention developed was effective, since it contributed to the improvement of nurses’ knowledge.

scholarly journals THE EFFECT OF THE MODIFIED KNOW-WANT-LEARN STRATEGY ON SIXTH-GRADE STUDENTS’ ACHIEVEMENT IN PHYSICS

2017 ◽  
Vol 16 (6) ◽  
pp. 946-957
Author(s):  
Zekri A. M. Zouhor ◽  
Ivana Z. Bogdanović ◽  
Sonja J. Skuban ◽  
Milica V. Pavkov-Hrvojević
Keyword(s):  
Learning Strategy ◽  
Teaching Strategy ◽  
Sixth Grade ◽  
Control Group ◽  
School Students ◽  
Paired Samples ◽  
Sixth Grade Students ◽  
Post Test ◽  
Learn Strategy ◽  
Quasi Experimental

Physics is generally regarded as difficult and uninteresting. The teaching of physics with the use of an appropriate teaching strategy can improve students' achievement. The aim of this research is to examine the effect of the modified Know-Want-Learn (mKWL) strategy on primary school students’ achievement in physics. The Know-Want-Learn (KWL) strategy was modified to be used for students’ inquiry. Quasi experimental research was carried out with 110 sixth-grade students divided into an experimental and a control group. The students in the control group were taught using direct teaching and the students in the experimental group were taught using TQHL charts. These charts consist of columns: T-What I Think and what I know, Q-What Questions I have, H-How can I find out, L-What I Learned. Pre-test and post-test were administered to both groups; two physics knowledge tests were constructed for that purpose. The data were analyzed using descriptive statistics, paired samples t-tests and independent samples t-tests. The implication of the research results is that using the mKWL strategy in a sixth-grade physics class has a positive effect on students’ achievement. It can be suggested to implement the described strategy in teaching physics in order to improve students’ achievement in this subject. Keywords: KWL strategy, learning strategy, modified KWL strategy, students’ performance.

scholarly journals Feasibility of face-to-face and online learning methods to provide nutrition education to midwives, general practice nurses and student nurses

2019 ◽  
Vol 2 (2) ◽  
pp. 80-85 ◽  
Author(s):  
Catherine Jane Lucas ◽  
Ellen Lyell ◽  
Britney Koch ◽  
Victoria Elder ◽  
Leanne Cummins ◽  
...  
Keyword(s):  
General Practice ◽  
Nutrition Education ◽  
Formative Evaluation ◽  
Student Nurses ◽  
Learning Resources ◽  
Practice Nurses ◽  
Face To Face ◽  
Nutrition Training ◽  
Post Test ◽  
Quasi Experimental

Midwives and general practice nurses are ideally positioned to provide nutrition education to pregnant women. However, it appears that they do not receive sufficient nutrition training to enable them to fulfil this role. This study aimed to develop, implement and evaluate a suite of learning resources developed specifically for midwives, general practice nurses and student nurses. A four-module suite of learning resources was developed based on recommendations in the Australian Antenatal Care Clinical Guidelines as well as formative evaluation with stakeholders. The feasibility of these modules was tested using a pre-test and post-test quasi-experimental design with three arms using convenient sampling (face-to-face with midwives; online with student nurses; and online with midwives, nurses and practice nurses). Completion rates across the three study arms were poor (n=40 participants in total). For the combined data, there was a significant increase in knowledge scores across all modules from the pretest score (median (IQR): 3.46 (2.09–4.13)) to the post-test score (5.66 (4.66–6.00)) (p<0.001). Studies of high quality are required to determine if changing the nutrition knowledge and confidence in delivering nutrition care of health professionals results in sustainable changes to their clinical practice.

scholarly journals Aplicación Del Modelo De Progresión Temática Derivada En La Producción Escrita De Textos Expositivos En Inglés (Ensayo Básico)

2018 ◽  
Vol 14 (20) ◽  
pp. 37
Author(s):  
Logroño Becerra Mónica Alejandra ◽  
Rojas Castro Carmita Eulalia ◽  
Lara Olivo Lenin Iván ◽  
Guambo Yerovi Enrique Jesús
Keyword(s):  
Teaching Strategy ◽  
Expository Texts ◽  
Grammatical Structure ◽  
Super Structure ◽  
Progression Model ◽  
Thematic Progression ◽  
Structure Level ◽  
Starting Point ◽  
Post Test ◽  
Quasi Experimental

This study focuses on the shortcomings affecting cohesion and coherence in English expository texts written by the students of sixth level of the Language Center of the Escuela Superior Politécnica de Chimborazo during October 2016 - March 2017. The derived thematic progression model to improve the expository texts production was the teaching strategy used by taking as a starting point the textual linguistics since it addresses to the analysis of the text as a product, in other words, the text as a coherent whole. In order to make this possible, it was conducted a quasi-experimental research, with a correlational level, and a quantitative-qualitative approach. Both, a pre -test and a post-test to the experimental and the control groups, were carried out, as well as a subsequent analysis of expository texts at the super structure, macro structure and microstructure levels. At the super structure level, the main parts of the text were identified. At the macro structure level, each of these parts was analyzed per unit of paragraph, and at the microstructure level, the grammatical structure of the different sentences of the paragraphs forming the text was also analyzed. This fact implied the identification and use of the theme-rheme elements, necessary to establish the order and logical sequence of ideas at local and global level of the text. Finally, in the process of writing was included the Derived Thematic Progression model, whose findings reported significant changes in the level of cohesion and coherence of the texts, demonstrating that this strategy may become the basis to set didactic activities to improve written production

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