The purpose of this study was to examine the effectiveness of the most frequently utilized teaching strategy of lecturing followed by discussion and to compare it with lecturing followed by role playing to determine how to best prepare nursing students both in terms of knowledge and self-efficacy. The primary goal of the study was to learn how to educate nursing students who will be better prepared to meet societal needs by learning to become confident, knowledgeable, and therefore competent healthcare providers. The study revealed there was not a statistically significant relationship between type of teaching strategy to which the students were exposed and either of the final self-efficacy or knowledge posttest scores of the students. This was true even after controlling for pretest scores as well as for any other potentially influential demographic variables. There were significant increases in both the knowledge and self-efficacy scores of the students for both of the teaching strategy groups. Three associate nursing programs were utilized and all the participants completed two pretests and two posttests, one for self-efficacy and one for knowledge, related to geriatric care. Analysis of covariance was utilized because significant extraneous variables were considered in this quantitative nonrandomized quasiexperiment. For example, the number of years of college education was not a significant predictor of pretest or posttest scores. Demographic data were analyzed in this study to investigate if they affected the results in any way. The study revealed that an individual's age, school, and exposure to geriatric care in a work environment were related to pretest knowledge scores. In addition, self-efficacy posttest scores were not different according to the research groups, even after adjusting for any potential demographic or pretest influences. Both of the research groups increased their knowledge and self-efficacy tests significantly even after adjusting for any potential demographic and pretest influences. The study revealed the pretest scores were predictors of the posttest scores.
|Advisor:||Gagne, Jennie De|
|Commitee:||Lagerman, Lois, Payne, Camille|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-B 75/04(E), Dissertation Abstracts International|
|Subjects:||Nursing, Higher education|
|Keywords:||Education, Interactive education, Knowledge, Nursing students, Self-efficacy, Teaching strategies|
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