COGNITIVE STRATEGIES OF FEMALE NURSING STUDENTS USING A COMPUTER SIMULATION INDIVIDUALLY AND IN DYADS TO IDENTIFY A NURSING DIAGNOSIS.
Contributors: Ohio State University.
Published: 1992
Number of pages: 227
Subjects: Education, Higher.; Health Sciences, Nursing.; Education, Educational Psychology.; Education, Technology.
Description: Qualitative methodology was used to explore and describe the following questions: (1) What cognitive strategies do female nursing students demonstrate when completing a computer simulation in dyads and individually? (2) Do students working in dyads demonstrate the same or different cognitive strategies than students working individually on the same computer simulation? (3) Do senior students demonstrate the same or different strategies than junior students working either individually or in dyads on the same computer simulation? (4) What factors can be identified which influence cognitive strategies?.

Results indicate that students use a general strategy approach to nursing diagnosis consistent with Carnevali's elements of the diagnostic reasoning process: consideration of pre-encounter data, entry to the data search field and shaping direction of data gathering, coalescing of cues into clusters, activating possible diagnostic explanations, hypothesis and data directed search of the data field, testing diagnostic hypothesis for goodness of fit, and labeling. Steps where differences were noted in strategy used by students include coalescing of cues into clusters, hypothesis and data directed search of the data field, and testing diagnostic hypothesis for goodness of fit. Students reported that they read the chart, assess the individual, and look for abnormals.

Dyads do more exploring of the data than individuals. Differences in strategies were not apparent. Seniors complete some steps with more depth than juniors including coalescing of cues, hypothesis and data directed search of the data field, and testing diagnostic hypothesis for goodness of fit.

Various factors influence cognitive strategies. Clinical experience and work-related experience are most significant. The combination of experience with classroom presentation is important. Additional factors include: the complexity of the NANDA terminology, the cognitive developmental level of the student, the clinical instructor, the environment, and reading assignments or care plans.

Recommendations support additional research in the area of cognitive strategies, the application of teaching strategies to strengthen specific problem solving strategies, the design of instructional materials that will challenge students, and the implementation of various technologies (computer programs, interactive video simulations) to enhance instruction.
Notes: Source: Dissertation Abstracts International, Volume: 53-02, Section: A, page: 0418.

Thesis (PH.D.)--THE OHIO STATE UNIVERSITY, 1992.

School code: 0168.