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Three Approaches to Use of Questioning by Clinical Lecturers: A Pilot Study


 Lynne S. Giddings, RGON, RM, PhD, Associate Professor, School of Nursing & Midwifery, Auckland University of Technology
 

Lyn C. Dyson, RGON, MA, Senior Lecturer, Division of Nursing, University of Auckland
 

Mark H. Entwistle, RGON, BHSc (Nursing), ADCCN, Lecturer, School of Nursing & Midwifery, Auckland University of Technology
 

Rachel Macdiarmid, RGON, BA, Senior Lecturer, School of Nursing & Midwifery,  Auckland University of Technology
 

Dianne C. Marshall, RGON, BA, Senior Lecturer, School of Nursing & Midwifery,  Auckland University of Technology
 

Sandra M. Simpson, RCompN, BHSc (Nursing), Senior Lecturer, School of Nursing & Midwifery,  Auckland University of Technology
  

Reference:  Gidding, L., Dyson, L., Entwistle, M., Maiarmid, R., Marshall, D., Simpson, S. (2000). Cultural Safety / Kawa Whakaruruhau Ten Years On: A Personal Overview Nursing Praxis in New Zealand 15(1) 11-18

Abstract 

In the current health care climate nurses require very good problem solving and critical thinking skills.  Questioning as a teaching strategy is viewed as one way to promote such student learning.  Using a comparative descriptive quantitative and a qualitative approach, this pilot study investigated the types of questions asked of students by lecturers working within the preceptorship model in the clinical setting.Continued… 

Key Words:  Preceptroship; nursing education; questioning; clinical teaching 

Introduction 

In an applied discipline such as nursing, the quality and value of the clinical learning environment is of crucial importance.  In 1996, after much dbate and consultation with clinical staff, our polytechnic school of nursing piloted the preceptor model of clinical teaching in the undergraduate programme.  Preceptorship in this context refers to a collaborative model of clinical teaching and learning involving a student, a registered nurse appointed as a preceptor,m and a faculty staff member.  Research studies strongly supported the value of the model and it was adopted more widely in 1997 (Dyson & Thompson, 1996; Thompson, 1997a, 1997b).

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