An exploratory study of attributes of good classroom teaching from nursing students' perspectives

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An exploratory study of attributes of good classroom teaching from nursing students' perspectives

 

Author: Cheung, Yee-hung
Title: An exploratory study of attributes of good classroom teaching from nursing students' perspectives
Year: 2001
Subject: Nursing -- Study and teaching
Hong Kong Polytechnic University -- Dissertations
Department: Dept. of Nursing and Health Sciences
Pages: iv, 93 leaves ; 30 cm
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b1602883
URI: http://theses.lib.polyu.edu.hk/handle/200/848
Abstract: The aim of this study was to explore the attributes of good classroom teaching from nursing students' perspectives. This study adopted a qualitative approach by means of in-depth interviews to explore the nursing students' perception of good teaching based on their experience in the 3-year Higher Diploma Nursing program. This program was a basic nurse education program run jointly by the Hong Kong Polytechnic University with a regional hospital. Fifteen second and third year students were invited to the study by means of convenience sampling and data were obtained through semi-structured interview. After data analysis, it was found that (1) teaching method, (2) environmental factor, (3) teacher factor, (4) teacher-student interaction, (5) student factors, and (6) effectiveness are the six theme categories contributive to 'good teaching.' Among the six categories, teaching method is the most significant one being identified. Moreover, it was found that 'subject content' and 'evaluation' are two influencing factors. Furthermore, it was also found that (1) clinical knowledge and experience integration, (2) theory-practice correlation, (3) practice opportunity after theoretical input, and (4) planning of active learning, clinically oriented activities with students' active participation are four additional attributes pertinent to good teaching within the context of this basic nurse program that is closely linked with clinical practice. This study reaffirms the elements of good classroom teaching identified in literature and it enlightens the nurse educators the need of more integration of clinical elements in the classroom teaching of nursing.

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