Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor | Department of Nursing and Health Sciences | en_US |
| dc.creator | Cheung, Yee-hung | - |
| dc.identifier.uri | https://theses.lib.polyu.edu.hk/handle/200/848 | - |
| dc.language | English | en_US |
| dc.publisher | Hong Kong Polytechnic University | - |
| dc.rights | All rights reserved | en_US |
| dc.title | An exploratory study of attributes of good classroom teaching from nursing students' perspectives | en_US |
| dcterms.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. | en_US |
| dcterms.extent | iv, 93 leaves ; 30 cm | en_US |
| dcterms.isPartOf | PolyU Electronic Theses | en_US |
| dcterms.issued | 2001 | en_US |
| dcterms.educationalLevel | All Master | en_US |
| dcterms.educationalLevel | M.Sc. | en_US |
| dcterms.LCSH | Nursing -- Study and teaching | en_US |
| dcterms.LCSH | Hong Kong Polytechnic University -- Dissertations | en_US |
| dcterms.accessRights | restricted access | en_US |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| b16028831.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 3.55 MB | Adobe PDF | View/Open |
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