Dissertations / Theses on the topic 'Clinical teaching'
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Pardo, Dona. "The culture of clinical teaching." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185472.
Full textSchultz, Karen Kennedy. "What do Master Clinical (Experiential Teachers do When Teaching Clinically?" Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26957.
Full textPh. D.
Hoffman, Kimberly Royston. "Influence of context on clinical teaching /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998484.
Full textReese, Cynthia E. "Effective Teaching in Clinical Simulation: Development of the Student Perception of Effective Teaching in Clinical Simulation Scale." Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/1901.
Full textTitle from screen (viewed on August 28, 2009). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Pamela Jeffries, Daniel Pesut, Judith Halstead, Tamilyn Bakas. Includes vita. Includes bibliographical references (leaves 169-179).
Hartland, William Jr. "PERCEIVED IMPORTANCE OF CLINICAL TEACHING CHARACTERISTICS FOR NURSE ANESTHESIA CLINICAL FACULTY." VCU Scholars Compass, 1993. http://scholarscompass.vcu.edu/etd/5078.
Full textForbes, Helen. "Clinical teachers’ experiences of nursing and teaching." University of Sydney, 2007. http://hdl.handle.net/2123/2060.
Full textAbstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.
Forbes, Helen V. "Clinical teachers' experiences of nursing and teaching." Connect to full text, 2006. http://hdl.handle.net/2123/2060.
Full textTitle from title screen (viewed 22 November 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work. Degree awarded 2007 ; thesis submitted 2006. Includes bibliographical references. Also issued in print.
Abu, Bakar Zainudin Bin. "Clinical supervision in the Malaysian teaching practicum context." Thesis, University of Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425053.
Full textChitsabesan, Praminthra. "Exploring ward-based clinical teaching behavious and characteristics." Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500959.
Full textTaylor, David. "Clinical academics' views on teaching undergraduate medical students." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2008822/.
Full textPhillips, Janet Martha. "Clinical educators' adoption of socioculturally-based teaching strategies." Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/1902.
Full textTitle from screen (viewed on August 28, 2009). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Pamela Ironside, Anna McDaniel. Includes vita. Includes bibliographical references (leaves 177-197).
Volmer, Abby. "Co-teaching as a Clinical Model of Student Teaching| Perceptions of Preparedness for First Year Teaching." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877174.
Full textCollege of Education faculty members at the University of Central Missouri found that public school teachers and administrators from surrounding schools were reluctant to hand over classrooms of students to novice teachers for student teaching. With high stakes accountability for test scores, teachers voiced their need to be present in the classroom, particularly during spring semester of statewide testing (Diana, 2014). The university adopted a co-teaching model of student teaching to prepare its teaching candidates for the first year of teaching while allowing the cooperating teacher to stay in the classroom throughout the student teaching term. The problem-of-practice addressed in this study focuses on the need to determine if a co-teaching student teacher model provides university students an adequate amount of clinical experience and preparation to support a successful first year of teaching.
The purpose of this study is two-fold: (1) analyze the perceptions of former and current student teachers, cooperating teachers, and university supervisors on the coteaching model of student teaching and (2) assess the model’s effectiveness in preparing student teachers for their first year of teaching. To this end, the research questions are as follows:
Research Question 1. What are the perceptions of University of Central Missouri current and former student teachers on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?
Research Question 2. What are the perceptions of University of Central Missouri university supervisors on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?
Research Question 3. What are the perceptions of cooperating teachers on the co-teaching student- teaching model’s ability to prepare student teachers for their first year of teaching?
The research questions were answered through an analysis of the data collected via a quantitative survey followed by a qualitative interview. The quantitative survey asked respondents to rate items on a Likert-type scale (Fink, 2013) as to how well they perceived the co-teaching model of student teaching prepares student teachers to meet Missouri Teaching Standards. The qualitative survey asked respondents to discuss their perceptions of how well the co-teaching model of student teaching prepares student teachers for their first year of teaching based on their personal experience.
The responses indicated that the co-teaching model scored higher in first year teacher preparation by elementary teachers and elementary supervisors than by secondary teachers and supervisors. Responses also indicated that student teachers and cooperating teachers perceived the co-teaching model as more positively preparing student teachers for their first year of teaching than do university supervisors. Additionally, responses indicated that the co-teaching model of student teaching closely aligns to the Gradual Release of Responsibility theory of learning (Pearson & Gallagher, 1983) with the co-teaching model of student teaching strengths as follows: extensive modeling by a More Knowledgeable Other (Vygotsky, 1978), extensive professional reflection and immediate feedback, a narrowing of focus, professional collaboration, and building of confidence in the student teacher. Due to the student teacher never solely taking over the classroom responsibilities in a co-teaching model of student teaching, the model’s barrier for preparing student teachers for their first year of teaching centers on the student teacher not receiving a fully realistic teaching experience in a classroom without a co-teacher.
On this basis, it is recommended that universities and school districts adopt the co-teaching model of student teaching to provide a strong base of teaching background for the student teacher through the Gradual Release of Responsibility. The student teacher should also receive two to three weeks of sole classroom responsibility and all the duties in that role as to provide a realistic experience of teaching without a co-teacher present. Further research could synthesize the perceptions of the same group of participants in this study regarding a model similar to the one recommended.
Foulds, Barbara J. "Communities of practice : clinical teaching in professional nursing education." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85549.
Full textThe clinical practicum is the time when students are in the clinical setting as novice nurses under the supervision of both experienced nurses and clinical teachers. The clinical setting may be hospital or community-based and students may be working directly with patients and their families or may be a member of a community-based project team. The purpose of this study was, by asking clinical teachers to describe their practice, to determine whether clinical teaching was a boundary practice bridging nursing and teaching's communities of practice (CoP). The goal of the boundary practice is to sustain a connection between the two communities of practice by dealing with conflicts, seeking common ground and resolving problems. The following research questions were asked: (1) To what extent do clinical teachers describe the characteristics of a boundary practice? (2) What are the participative connections that clinical teachers use in their professional activities? and (3) What boundary objects are transferred from one community of practice to another?
Using a qualitative research design, nine clinical teachers from diverse practice settings and with a range of years in the profession participated in a focus group interview. The focus group interview was followed by individual interviews with four clinical teachers. The conceptual framework that guided this study combined Wenger's (1998, 2002) community of practice model, and Shulman's (1987) teacher knowledge model. Additional theoretical constructs included reflective practitioner, cognitive apprenticeship and situated cognition (Brown, Collins & Duguid, 1989; Lave & Wenger, 1991; Schon, 1987).
The results suggest that clinical teaching is a boundary practice and that clinical teachers create participative connections between nursing and teaching practices through the building of relationships with fellow nurses, students and classroom teachers using strategies that involve reconciling different practice perspectives with the objective of creating supportive clinical learning environments. Clinical teachers described negotiation strategies to move students from the periphery of nursing into the community of nursing practice and using boundary objects to negotiate meaning from practice.
The results suggest that the practice of clinical teaching includes understanding how to balance relationships and reconcile competing demands. The findings also suggest that connection to the classroom teacher and understanding of the course of study are important to the practice of clinical teaching. Two key outcomes of this study are the development of a model of clinical teaching and a working vocabulary to describe the practice of clinical teaching.
Al-Rawahi, Zahra Rashid Said. "Virtual hospital round : a cognitive tool for clinical teaching." Thesis, University of Sussex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399741.
Full textBarlaan, Devin. "Evaluating the Effectiveness of Teaching Evidence-Based Common Elements." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276614.
Full textThe field of psychology has made large strides in evaluating and disseminating evidence-based treatments (EBTs), as well as refuting harmful pseudoscientific treatments, for various childhood mental health disorders. EBTs that meet the gold standard of a well-established treatment provide supportive evidence of treatment effectiveness. However, there are notable limitations to these criteria, particularly in regards to manualization and feasibility. A solution is to use a common elements approach to service delivery, such that the fundamental skills or practices within treatment programs can be used to effectively target treatment goals. As this approach is evolving in the field, it is imperative that future clinicians and researchers are versed in understanding evidence-based common elements (EBCEs) and unsupported elements. The current study examines the impact of teaching undergraduate students EBCEs and uncommon elements across three randomly assigned conditions. Results indicated that students who learned about EBCEs rated EBCEs more effectively post manipulation and students who learned about uncommon elements rated uncommon elements less effectively post manipulation. The results are consistent with previous findings and underscore the importance of educating students on effective and ineffective treatments (Jones-Soto, 2015, unpublished; Hupp et al., 2013). Implications and future directions are discussed.
Hayajneh, Ferial A. "Teaching nursing practice at Jordanian universities." Thesis, University of Glasgow, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295322.
Full textMacdonald, Morag M. "Craft knowledge in medicine : an interpretation of teaching and learning in apprenticeship." N.p, 1997. http://ethos.bl.uk/.
Full textSellappah, Sue. "Questioning strategies: Their use by clinical teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1095.
Full textBenuzzi, Stacey. "Preparing future elementary teachers with a STEM-rich, clinical, co-teaching model of student teaching." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708290.
Full textBy 2018, STEM occupations are projected to grow twice as fast as all other occupations combined (Olson & Riordan, 2012; Craig Thomas, Hou, & Mathur, 2012). The need to educate and produce more STEM graduates is eminent, and research shows that the pipeline to prepare students for STEM fields begins in elementary school. Research also shows that many elementary teachers lack the pedagogical content knowledge (PCK) and confidence to teach STEM subjects (Dorph, Shields, Tiffany-Morales, Hartry, & McCaffrey, 2011). Meanwhile, opportunities for elementary teachers to develop their STEM PCK and confidence in teacher preparation programs or professional development are limited.
To address this problem, programs like Raising the Bar for STEM Education in California are emerging. A yearlong case study utilizing both qualitative and quantitative methods was employed to examine the program’s effectiveness in preparing future elementary teachers to effectively teach STEM subjects through a STEM-rich, clinical, co-teaching model of student teaching. Data collection methods included qualitative interviews, observations through videotaped lessons, documents, and quantitative pre- and post-surveys. The key findings from this study include that the STEM-rich, clinical, co-teaching model of student teaching was successful in increasing pre-service teachers’ confidence and expanding their pedagogical knowledge of teaching inquiry-based lessons. Pre-service teachers were willing and excited to teach STEM subjects in their future elementary classrooms at the conclusion of the program. However, the growth in content knowledge and confidence was uneven among the four STEM content areas and there was a lack of integration. \
Based on the findings of this study, it is recommended that future STEM professional development programs emphasize the vital importance of STEM fields as the rationale for teaching STEM subjects; build pedagogical content knowledge; integrate STEM subjects through a focus on engineering; explicitly link STEM to Common Core State Standards and Next Generation Science Standards; design the STEM professional development around the characteristics of Adult Learning Theory; and foster reflective, collaborative communities of practice. Further recommendations for policy and research are presented and discussed.
Hoffman, Margaret Ursula Marinda. "Perceptions of clinical supervisors about their preparedness for clinical teaching at a university in the Western Cape." University of the Western Cape, 2019. http://hdl.handle.net/11394/7018.
Full textBackground: Clinical supervision or clinical accompaniment is considered an integral part of nursing education and is crucial for the development of nursing students’ clinical competence. In order to achieve this, clinical supervision requires skilled human resources which vary from one educational institution to another and may include lecturers, clinical supervisors/facilitators and professional nurses. Clinical supervisors are required to be good educators as well as excellent clinicians. In addition, they often draw on their individual, personal and professional experiences to guide their teaching to meet the demands of both the clinical and academic contexts in which they work. However, the clinical teaching model or framework used by educational institutions is often not aligned to clinical practice activities and vice versa. This poses challenges for students due to the different expectations of educators and professional nurses in practice. Inadequately prepared clinical supervisors can have a detrimental effect on the delivery of the nursing programme that may include poor clinical teaching and inadequate integration of theory and clinical competencies, which ultimately leads to poorly trained nursing students. Aim of the study: The aim of this study was to explore the perceptions of clinical supervisors regarding their preparedness for clinical teaching. Methods: The study adopted a qualitative research approach, utilising an exploratory descriptive design. A non-probability purposive sampling method was used to select 12 clinical supervisors in the undergraduate programme. The researcher collected the data by means of semi-structured interviews with open-ended questions and analysed this data using content data analysis. Analysis of the data using ATLAS, ti 8 research software programme generated four themes and 18 categories. Findings: The findings indicated that clinical supervisors required time to adapt to their role and improve their knowledge and skills despite them having a positive experience during their orientation. Although appreciative of the support and guidance, clinical supervisors stated that not all colleagues were supportive, which in some instances had a negative impact on interpersonal relationships. The findings furthermore indicated that clinical supervisors apply all the steps of the five phases in the skills lab methodology employed by the School of Nursing at the university where the study was conducted. Clinical supervisors are required to be well informed and committed to continuing education in order to incorporate theory into practice with the latest developments and equipment in facilities. Furthermore, the findings indicated that inconsistency and failure to attend to students’ clinical learning needs can have a negative impact on student learning. Ethics: The researcher adhered to all principles of research ethics throughout the study.
McLain, Nina E. "Anesthesia Clinical Performance Outcomes: Does Teaching Methodology Make A Difference?" Availabe to VCU users online at:, 2007. http://hdl.handle.net/10156/1778.
Full textHermiz, Mary E. "Teaching critical thinking skills to student nurses in clinical settings." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221272.
Full textDepartment of Educational Leadership
Lake, Jonathan. "Teaching doctors : the relationship between physicians' clinical and educational practice." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/8002.
Full textMarkey, Karin A. "Perceived barriers to teaching for critical thinking in clinical settings." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/364.
Full textJackson, Bridgett Alveta. "Nursing Students' and Novice Clinical Instructors' Experiences With Clinical Instruction and Assessment." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1264.
Full textHoffman, Karen. "Students' perceptions of clinical teacher behaviors." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/958793.
Full textSchool of Nursing
Vuso, Virginia Zanyiwe. "Enhancing clinical preparedness of basic midwifery students: perceptions of midwifery educators." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13204.
Full textRicci, Melinda. "A comparison of the demographic and clinical characteristics of a chiropractic teaching clinic and private practice." Thesis, Ricci, Melinda (2019) A comparison of the demographic and clinical characteristics of a chiropractic teaching clinic and private practice. Honours thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/49454/.
Full textThompson, Sydney. "Teaching about Autism Spectrum Disorder (ASD)| University Student's Understanding of ASD." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10789824.
Full textLimited research exists on what the general population knows about ASD. Previous research that does exist shows that there is variability in what people believe as symptoms, causes, and treatments of ASD. The purpose of this study was to examine the effect that ASD training has on university students’ general knowledge about ASD. One hundred two college-aged students were randomly assigned to one of three conditions: Myths and Facts condition, Myths condition, or Control condition. Pretest and posttest data were collected to examine the likeliness of participants correctly identifying general knowledge of ASD. A mixed-model ANOVA and independent samples t-tests showed that from pretest to posttest, an ASD Myths and Facts Presentation as well as an ASD Myths Presentation significantly increased the likelihood of participants correctly identifying knowledge about ASD. Qualitative data was also examined regarding the percentage of participants answering in agreement to each question from pretest to posttest.
MacLeod, Stefanie. "Clinical nursing instructors' experiences teaching students deemed at risk of failure." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52688.
Full textApplied Science, Faculty of
Nursing, School of
Graduate
Tiffin, Shelley M. "Effective clinical teaching for medical technologists in Canada : five case stories." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5824.
Full textZacharzuk-Marciano, Tara. "Nursing faculty experiences of virtual learning environments for teaching clinical reasoning." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260999.
Full textNurses need sharp, clinical reasoning skills to respond to critical situations and to be successful at work in a complex and challenging healthcare system. While past research has focused on using virtual learning environments to teach clinical reasoning, there has been limited research on the experiences of nursing faculty and there is a need for research to include a clearer understanding of potentially significant insights that nurse educators may gain from teaching clinical reasoning skills with virtual learning tools. This qualitative study identified and described nursing faculty experiences with teaching clinical reasoning skills when using virtual learning environments. The researcher interviewed eight nursing faculty and content analyzed the data from those interviews. Findings from this qualitative study supported past research and added to the body of knowledge regarding faculty members’ use of virtual learning environments. For example, faculty experiences indicated that virtual learning environments included patient situations that offered faculty a way to better assess students. It was found that assessing a student in the clinical setting could be very subjective, while the virtual environment is finite. Faculty experiences indicated that one of the challenges to teaching clinical reasoning skills with virtual learning environments was that students found that virtual communication was difficult and faculty claimed that using virtual environments increased faculty workload. The findings of this study provided deeper understanding into experiences reported by nursing faculty on the teaching of clinical reasoning skills when using a virtual learning environment. Recommendations for further research include using a larger sample size, a specified education level population, traditional, face-to-face classes as compared to classes from an online, or blended program, and investigating use of a specific virtual learning environment, in new research.
Marriott, Rhonda. "Clinical nursing education: Constructing a teaching model from processes and practice." Thesis, Marriott, Rhonda ORCID: 0000-0002-6037-2565 (2005) Clinical nursing education: Constructing a teaching model from processes and practice. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/58023/.
Full textHolmes, Susuan Posey Witte James E. "Student and faculty perceptions of clinical teaching effectiveness of full-time and part-time baccalaureate degree clinical nursing faculty." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/HOLMES_SUSAN_9.pdf.
Full textWilhelmsson, Niklas. "From basic science knowledge to clinical understanding." Stockholm, 2010. http://diss.kib.ki.se/2010/978-91-7409-866-2/.
Full textLada, Nancy Schoales. "Making the connections: Using health care research in nursing clinical teaching practice." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27261.
Full textDzimnenani, Mbirimtengerenji Noel. "Developing an effective classroom and clinical teaching strategy in Malawi nursing colleges." University of the Western Cape, 2018. http://hdl.handle.net/11394/5842.
Full textNursing is the largest healthcare profession in Malawi with more than 11,000 registered Nurses (RNs) and Nurse Technicians and Midwives (NTM) practicing in hospitals and other settings like nursing colleges nationwide. Nursing tutors in all the nursing colleges use numerous types of teaching aids in student preparation. There are numerous teaching strategies that suit pedagogical learning, however not all can yield the desired outcome and are properly applied in both classroom and clinical areas. Therefore, identifying the new teaching strategies for nurse tutors is very critical in nursing education hence this study concentrates on teaching competence, interaction and performance on the use of the strategies. Nurse tutors must encourage teaching and learning discovery through deliberate interactive teaching actions. However, some outcome actions, competences and performance or interactive behaviour of the nurse tutor are much to be desired in most nursing colleges in Malawi. Nurses need to possess classroom and clinical teaching competences to perform the role of a tutor properly.
Andrews, Dorothy. "Appraisal of clinical teaching behaviours by diploma nursing students and their instructors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0019/MQ54855.pdf.
Full textLockwood, P. "Teaching clinical reasoning skills to undergraduate medical students : an action research study." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3018657/.
Full textAndrews, Dorothy Sturge. "Appraisal of clinical teaching behaviours by diploma nursing students and their instructors /." St. John's, NF : [s.n.], 2000.
Find full textNugent, Lynn Louise Bartlett. "Factors influencing implementation of innovations in clinical nursing education." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185822.
Full textCefo, Linda M. Dr. "Qualitative Study Exploring the Development of Clinical Reasoning in Nursing's Clinical Education Settings." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1556456523899578.
Full textSchoen, Madison. "Teaching College Students the Evidence-based Procedural Components of Time Out by Madison Schoen, Bachelor of Science." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10808595.
Full textDisciplining children has been a topic of discussion for many years now. One of the most popular methods of discipline is time out. The term time out refers to “a period of time in a less reinforcing environment made contingent on a behavior” (Brantner & Doherty, 1983, p. 87). Time out has been studying for many years and research has supported different procedural components to time out. Using evidence-based components, this study focuses on teaching college students how to facilitate a proper time out procedure. The following procedural components are the chosen main components to examine; time in, verbal warning, immediacy, limited reinforcing location, escape plan, release strategies, and consistency. The current study examines the impact of teaching undergraduate students these procedural components and gains a better idea of this population’s attitudes, opinions, and future likelihood of use for the time out technique. A possible predictor of perceived parenting style was also included in the model. Results indicated that learning the procedural components of time out in depth did increase individuals’ knowledge and attitudes towards this particular discipline strategy. It was also found that future likelihood of using time out was not influenced by the information presented, nor was parenting style a strong predictor for any of the three variables.
Gosnell, Susan. "Teaching and Assessing Critical Thinking in Radiologic Technology Students." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3594.
Full textEd.D.
Department of Educational and Human Sciences
Education
Education EdD
Kazemekas, Lynn M. "The Development of instructional strategies by clinical medical school faculty." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37230.
Full textEd. D.
Macdonald, Morag M. "Craft knowledge in medicine : an interpretation of teaching and learning in apprenticeship." Thesis, Open University, 1998. http://oro.open.ac.uk/56460/.
Full textWaldron, Shannon Kerry. "Teaching and learning perspectives of clinical instructors within a Canadian dental hygiene program." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52858.
Full textDentistry, Faculty of
Graduate
Bettiens, Rosanne, and n/a. "Clinical outcomes of theoretical teaching of the nursing process in a tertiary programme." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061110.094014.
Full textLefroy, Janet. "Action research : towards excellence in teaching, assessment and feedback for clinical consultation skills." Thesis, Keele University, 2018. http://eprints.keele.ac.uk/5170/.
Full textHelms, Christopher. "Consensus on a Specialist Clinical Learning and Teaching Framework for Australian Nurse Practitioners." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/076a30ffd066dd97be47f344a5e7e97fccc7dfc2f30d6d180e730e48a5209ea7/81980443/HELMS_2017_THESIS.pdf.
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