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Selected Correlates of Critical Thinking In Diploma Nursing Students
Get PDFvii, 76 leaves. Advisor: Barbara Haag.The Problem: The purpose of this study was to determine if significant relationships existed among critical thinking and psychomotor skills and selected experiential, demographic and educational variables in first semester diploma nursing students.
Procedure: Beginning nursing students were administered the Watson-Glaser Critical Thinking Appraisal to measure critical thinking ability. After instructional information was reviewed, students were observed for psychomotor skill performance using a skills checklist form developed by their instructors.
Additional data obtained from student files included: age, gender, high school and previous higher education GPA, previous work experience, and previous courses in higher education.
Findings: Significant correlations were found between ability to think critically and age, total previous courses taken, and courses taken in behavioral sciences. No significant relationship was found between ability to think critically and psychomotor skill performance, high school GPA, or GPA from previous courses taken in higher education. No significant difference was found between ability to think critically and gender or previous work experience.
Conclusions: Factors that influence critical thinking ability should be considered as entrance requirements to diploma nursing programs. Nursing educators influence students’ ability to think critically and attain competency at performing psychomotor skills. Students should be assessed in various ways throughout their nursing education for attainment of critical thinking and psychomotor skills.
Recommendations: Recommendations for future research include replication of the study using a different sample and an investigation of methods utilized in teaching critical thinking skills in nursing education
The Impact of Stream Modification on the Distribution of Riverine Turtles in Iowa
Get PDF[v], 56 leaves. Advisor: James L. ChristiansenComparisons were made of turtle populations in Red Rock Reservoir, the Des Moines River, and other rivers of the Mississippi River drainage system in Iowa. In addition, comparisons were made of turtle populations in rivers of the Missouri River
drainage system in Iowa. Of the inland rivers of the Mississippi drainage examined in this study, the Des Moines River has undergone the greatest amount of modification. Number of turtle species ranged from five in the Des Moines River to 11 in the Mississippi River, but only three species were found in Red Rock Reservoir. In the Missouri drainage, number of turtle species ranged from three in both the Little Sioux and Nishnabotna rivers to five in the Missouri River. Stream modification appears to lower the diversity of riverine turtles by eliminating intolerant species. The mechanism for this elimination is probably a reduction in habitat diversity, creating a more uniform and simplified environment. False map (Graptemys pseudogeographica), smooth soft-shell (Trionyx muticus), and Blanding's turtles (Emydoidea blandingi) appear to be most affected by modification. Turtle diversity was lower in Red Rock Reservoir than in the Des Moines River, possibly due to the great fluctuation in the water level of the reservoir
Predictors of Academic Difficulties of Osteopathic Medical Students in the Preclinical Curriculum
Get PDFvi, 72 leaves. Advisor: Thomas S. Westbrook.The problem: This research examined the
relationship of admission characteristics with
indicators of academic performance during the first year of an osteopathic medical curriculum. This was done in order to identify factors that might suggest that osteopathic students will experience academic difficulties early in their enrollment.
Procedures: Ex post facto research in the form of
a retrospective correlational study was conducted.
Admission and grade records were reviewed for 50
students who had two or more course failures during the first year of the curriculum and 50 students who had no course failures during the same period. Correlation coefficients and coefficients of determination were calculated for the relationships of the number of course
failures and eight admission variables. The same
procedure was used between each of the admission
variables and the first year grade point average.
Findines: There were statistically significant but
low negative correlations between each of the eight admission variables and the number of course failures. There were statistically significant but low positive correlations with the first year grade point average. The admission variables explained 30 percent of the variability in the number of course failures or first year grade point average.
Conclusions and Recornmendations: The admission
characteristics were individually of limited value in predicting performance during the first year preclinical curriculum of an osteopathic medical school. Future research needs to expand the variables for study. Studies done at individual institutions should not only look at traditional predictors, but should also look at variables that are unique to their applicant pool and their institutions
The Effect of Repeated Listening Experiences on Upper Elementary Students' Tolerance Toward Non-Western Music
Get PDFvi, 107 leaves. Advisor: James CoxThis study examined the effect of repeated listening experiences on upper elementary students' tolerance toward non-western music. Intact music classes were randomly assigned to control and experimental groups. During the
pretest, students indicated their degree of liking for nonwestern musical excerpts. Following the pretest, experimental subjects (n=303) received twenty-two repeated listening experiences of the same non-western examples employed on the pretest. Control subjects (n=279) received regular music in struction. Following the treatment, all subjects were administered a posttest.
An analysis of covariance determined significant gain differences between groups. Overall, results indicate highly signficant (p=.05) gain differences between groups toward all styles of non-western music. Analysis by grade indicates
that fourth- and fifth- grade experimental subjects significantly improved, while sixth- grade students realized positive, but insignificant gains. Analysis by genre indicates that all experimental subjects significantly
increased tolerance toward African and East Indian styles, but obtained insignificant gains toward Japanese music
Knowledge of Diabetes Among Elementary School Teachers
No full text90 leavesThe purpose of the study was to examine the level of knowledge of
diabetes among elementary school teachers.
Procedure. This descriptive study obtained data from a random sample using a
survey approach. A Demographic questionnaire and a Diabetes
Knowledge Test for School Personnel were mailed to 200 teachers in
northeast Iowa. An 89.5% response yielded a data-producing sample of
173 elementary school teachers. Based upon an adequate level of
knowledge at 75% (21 correct) only 32 (18.6%) of the teachers
demonstrated an adequate knowledge level.
Conclusions. This study substantiates the belief that the level of knowledge of
diabetes among elementary school teachers is inadequate. Additional data
are needed to determine it this is representative of other areas in the
country.
Recommendations. Replication of the study with suggested revisions are indicated. Exploring
other chronic illnesses and teachers' knowledge in those areas still needs to
be addresse
Patient Satisfaction and Total Quality Management: An Analysis of Customer Feedback
No full textiv, 113 leaves. Advisor: Marion Hemstrom.Problem: Patient satisfaction is an area of renewed interest
related to quality of care and total quality management (TQM).
Some patient satisfaction surveys provide narrative comments as
well as empirical data about quality of care. Though numerous
studies report empirical data, only one study was found which
examined narrative comments related to nursing care.
Sample: This study retrospectively analyzed narrative comments
from surveys at a large midwestern urban medical center. Patient
surveys mailed to nearly all inpatients discharged yielded a 41%
response rate. More than 50% of the returned surveys contained
narrative comments, from which 600 were randomly selected.
Methodology : Content analysis was performed. Comments were
categorized according to the survey sections used for empirical
analysis. Content analysis was repeated according to nine
attributes of quality nursing care identified in the literature.
Findings: More than 50% of the comments overall were related to
nursing. Just over 50% of the nursing comments were positive.
The attributes of nurse-patient interaction and personal qualities
of the nurse received the greatest number of comments.
Conclusions: Perceptions and expectations of patients related to
quality of nursing care were identified. The nurse and nursing
care were identified as key factors in patient satisfaction.
Analysis according to the attribute framework provided useful
information for improving the quality of care.
Implications for Nursinq: Nurse administrators are challenged to
integrate these qualitative findings into their decision-making
database. Policies, procedures, standards, staff development
programs and patient satisfaction activities should be amended
based on consumer feedback. Nurses must capitalize on each nurse-patient
interaction to improve the quality care
Student Rating of Instruction
Get PDFii, 79 leaves. Advisor: Edward R. DucharmeThe problem. In 1987, Central High School, located in a large midwestern city, instituted a system allowing student input to be a part of the teacher evaluation process. After five years of data collection, it was decided there would be value in studying the results of the ratings in relation to specific components of effective instruction.
Procedures. Student ratings of teachers from 1990-1992 were used for the study. From the instrument, 10 items were selected that were directly related to five elements of effective instruction. The five teachers whose results
showed the greatest increases were chosen for interviews.
Findings. Common themes were found among the teachers' perceptions of the practice and results of student ratings. Teachers valued the student input and shared ideas as to how the improve the process.
Conclusions. Student ratings are a valuable part of the teacher evaluation process. Teachers generally welcome the feedback and value what students have to say. Teachers want to have input into the process and creation of the instrument.
Recommendations. Student rating of teachers should be included in the teacher evaluation process. Students should be asked to do ratings for all classes. Teachers should be given opportunities for input in the creation of the instrument and the time of administration. The instrument should include items rating effective components of
instruction and course content. Students should be informed and included in the process. The data gathered should be available to teachers in a timely fashion and tracked over time
The Effects of Dimensional Analysis on the Medication Dosage Calculation Abilities of Nursing Students
Get PDFiii, 122 leaves. Advisor: Sandra L. Sellers.The purpose of this study was to examine if the use of the problem-solving method of dimensional analysis would improve the medication dosage calculation abilities of nursing students. To investigate the effectiveness of dimensional analysis, a quasi-experimental research study
was designed. The 59 nursing students participating in the study included an experimental group of 30 nursing students from a diploma nursing program and a control group
of 29 nursing students from an associate nursing program located in central Iowa.
Two research hypotheses were proposed for this study. The first research hypothesis was: Nursing students in the experimental group who are taught dimensional analysis will demonstrate significantly greater improvement in the medication calculation pretest/post-test scores than nursing students in the control group. This hypothesis was supported (t=4,96, p=.00001).
The second research hypothesis was: Nursing students in the experimental group who are taught dimensional analysis will have higher scores on the medication calculation post-test than the nursing students in the control group. This hypothesis was not supported (t=-.77, p=.78),
An additional finding was a slightly inverse
relationship with the number of steps and conversions in each problem when correlated with the number of correct responses on the post-test for the experimental group (steps/r=-0.476, conversions/r=-0.340), control group steps/r=-0,238, conversions/r=-0.151)~ and both groups combined (steps/r=-0.371, conversions/r=-0.253).
Another finding demonstrated that there was a
significant difference between the pretest scores of the experimental and control groups (t=-5.55, p=.0000f ). This was somewhat expected based on the chemistry and mathematical differences revealed on the demographic tool.
The literature identified that dosage calculation
deficiencies are a problem within the nursing discipline.
The findings of this study are significant in that
theysupport the use of dimensional analysis as an avenue to be considered when the goal is improvement of medication dosage calculation abilities, A recommendation from this study is the use of dimensional analysis as a consistent
problem-solving method for teaching medication dosage calculation to all levels of nursing students
Implications of Perceptions of a Teacher Implementing Authentic Assessment
Get PDFiii, 103 leaves. Advisor: Mary DucharmeThe problem. The purpose of this study was to
qualitatively describe and document the perceptions of a teacher as she implemented authentic assessment in a sixth grade classroom. Specifically, this study was to answer the
following research questions: (a) What were the experiences and perceptions of a teacher as she implements authentic assessment in sixth grade science? (b) What student changes were observed during the treatment time period?
Procedures. Four sixth-grade life science classes were instructed by the subject of this study utilizing authentic assessment. Instruction consisted of one 45-minute lesson per day over a 10-week period. Data was collected through a
qualitative design that included interviews, journaling, audio/video recordings, memos/notes, personal observations, and other documentation such as examples of student work/projects, lesson plans, and evaluation instruments.
Findinqs. The analysis of the data collected was
categorized into 10 Assessment Criteria Benchmarks. Nine of these benchmarks were based on teacher perception and one was based on student performance. The findings included the following observations: the teacher's degree of risk-taking
increased as the project progressed; the teacher perceived time, issues of fairness, and designing appropriate assessments as primary barriers or problems; the teacher perceived more students successful and taking a greater responsibility for their learning while authentic assessment
strategies were used in the classroom; and the teacher observed lower functioning students performing at a higher level during authentic assessment activities.
Conclusions. The results of this study support the
conclusion that the authentic assessment method may be a valuable assessment alternative to be utilized in the classroom. Also, the results support the conclusions of Fullan (1992) and Hall (1976) that change is a process, a journey, not a blueprint and that every person needs to be
his/her own change agent.
Recommendations. The results of this study indicate that although authentic assessment is time consuming and not applicable in all situations, it is a viable alternate assessment method. More research should be conducted to
examine the relationship of authentic assessment strategies and the educational outcomes for students of varying abilities and learning styles
A Follow-up Study of Doctor of Education Students at Drake University
Get PDFix, 208 leaves. Advisor: Hilda L. WilliamsProblem: Because decision-makers must choose between many competing alternatives, astute administrators will use findings from periodic
evaluations to help make suitable decisions regarding the policy and direction of an institution. This thesis is an evaluation, from the students' perspective, of the doctor of education degree offered by Drake University's School of Education.
The study has two purposes: (1) to define the demographic characteristics of the doctoral population to enable Drake to better serve the needs of the doctoral population; and (2) to ascertain from the students' perspective if Drake has realized the goals for the program.
Procedure: The population of this study are those students who were admitted to and enrolled in the doctoral core for an Ed.D. degree at Drake
University from the years 1986 to 1988. Twenty-seven students were interviewed using a combination mail survey/telephone interview
methodology.
Findings: The findings indicate the doctoral students were generally satisfied with the program. Most of the dissatisfaction was found in the major specific and class specific areas. It was found that progress toward the doctoral degree ceases at the dissertation stage. It was found that structure of the program is influencial when choosing a school to attend. It was found that Drake graduates are an integral part of the community as they participate in leadership activities. It is found that research endeavors of the students is lower than desired. It is found that students did not exhibit significant lifestyle changes after completing the doctoral
core. It is found that the students tolerate the comprehensive exam process but did not view it as valuable and suggested many nontraditional
approaches they felt would be of greater value.
Conclusions: This study contributes to a limited body of research on outcomes of doctoral education. Further, the methodology used may have contributed to the investigation's ability to obtain richer, and more detailed information in that a mail survey/phone interview combined methodology was used