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Promotion of nursing through project work
Author
Leong, Susan K. P.
Supervisor
Chen, Ai Yen
Abstract
Knowledge explosion in recent years has effected rapid changes in nursing practice. Nursing students taking the Primary Health module need to be equipped with life-long learning skills to enable them to respond effectively to these changes.
A study was implemented to determine which teaching strategy in project work is effectjve in promoting critical thinking skills in these students, and application of theory to practice in their preparation as future primary health care practitioners in the working world. A comparative study was carried out between two tutorial groups of final year nursing student:; as they worked towards preparation of a health promotion programme. One group of students planned a health promotion programme proposal. The other group worked on a health promotion programme to be carried out on Nanyang Polytechnic premises. A questionnaire was designed to ascertain the nursing students' knowledge and understanding of the selected health promotion issue, perceptions regarding achievement of their learning objectives from the health promotion programme proposal or the programme itself, as well as whether they have gained better understanding of the subject. In addition, two lecturers observed the students to find out the extent to which they were able to investigate, analyse and critically evaluate in depth the plans for the health promotion programme.
The results of the study showed that there was hardly any difference in both groups of students on enhancement of critical thinking skills resulting from the 2 teaching strategies. Both groups lacked the right attitude, knowledge and skills, and the ability to apply critical thinking and reasoning skills. These findings highlighted the need to reexamine the present teaching strategy in project work, and how to foster a deeper approach to learning as well as to increase the critical thinking skills of students.
A study was implemented to determine which teaching strategy in project work is effectjve in promoting critical thinking skills in these students, and application of theory to practice in their preparation as future primary health care practitioners in the working world. A comparative study was carried out between two tutorial groups of final year nursing student:; as they worked towards preparation of a health promotion programme. One group of students planned a health promotion programme proposal. The other group worked on a health promotion programme to be carried out on Nanyang Polytechnic premises. A questionnaire was designed to ascertain the nursing students' knowledge and understanding of the selected health promotion issue, perceptions regarding achievement of their learning objectives from the health promotion programme proposal or the programme itself, as well as whether they have gained better understanding of the subject. In addition, two lecturers observed the students to find out the extent to which they were able to investigate, analyse and critically evaluate in depth the plans for the health promotion programme.
The results of the study showed that there was hardly any difference in both groups of students on enhancement of critical thinking skills resulting from the 2 teaching strategies. Both groups lacked the right attitude, knowledge and skills, and the ability to apply critical thinking and reasoning skills. These findings highlighted the need to reexamine the present teaching strategy in project work, and how to foster a deeper approach to learning as well as to increase the critical thinking skills of students.
Date Issued
2001
Call Number
RT73 Leo
Date Submitted
2001