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: Giddings, L., Dyson, L., Entwistle, M., Maiarmid, R., Marshall, D. & Simpson, S. (2000). Three approaches of use of questioning by clinical lecturers: A pilot study. Nursing Praxis in New Zealand, 15(1), 13-22.
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…
Preceptroship; nursing education; questioning; clinical teaching
In an applied discipline such as nursing, the quality and value of the clinical learning environment is of crucial importance. In 1996, after much debate 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, 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).