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Performance Analysis of Staff Nurses: Basis for the Development of Training Program De Vela, Maria Teresa Merino 6

By: De Vela, Maria Teresa Merino 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 4191346Edition: Description: 280 cm. xvii, 185 pagesContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

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Action note: In: Summary: ABSTRACT: The main objective of the study was to determine the relationship between the nursing students thinking strategies. The study covered 92 respondents, 27 second year and 65 third year students in the University of Makati College, Allied Health Studies, and Center for Nursing during summer of academic year 2013. The descriptive correlation method of research was utilized in this study. The researcher used the Delisneator Assessment of Anthony F. Gregorc (2013) to identify the thinking styles of the students. To determine acceptance to simulation-based teaching strategies, the tool developed by Carol A. Rauen (2011) was used. Resultss revealed that concrete sequential learners had the highest frequency, followed by abstract se4quential, concrete random and abstract random learners. Results further revealed that role playing was very highly accepted by all types of learners. Simulated exercises and simulated games were highly accepted while case study was moderately accepted. The study concluded that there is no significant reolationship between thinking style and level of acceptance to simulation-based teaching strategies. Therefore, all types of learners equally preferred ro0le playing, simulated games, simulated exercises and case study. It is recommended that nurse educators should try out lessons integrating two or more simulation-based strategies to achieve the desired instructional outcomes and make the lessons more gratifying. Further exploration can be conducted to determine the effect of simulation on learning when students vary in rteam size. Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Health Sciences Library	Health Sciences-Thesis	T. Fil. 394 (Browse shelf)	Available		H.T.394

Total holds: 0

Thesis (Pamantasan Ng Lungsod ng Maynila), 2014;A Thesis Presented to the Faculty of the Graduate School of Health Sciences in Partial Fulfillment of the Requirement for the Degree Master of Arts in Nursing 56

ABSTRACT: The main objective of the study was to determine the relationship between the nursing students thinking strategies. The study covered 92 respondents, 27 second year and 65 third year students in the University of Makati College, Allied Health Studies, and Center for Nursing during summer of academic year 2013. The descriptive correlation method of research was utilized in this study. The researcher used the Delisneator Assessment of Anthony F. Gregorc (2013) to identify the thinking styles of the students. To determine acceptance to simulation-based teaching strategies, the tool developed by Carol A. Rauen (2011) was used. Resultss revealed that concrete sequential learners had the highest frequency, followed by abstract se4quential, concrete random and abstract random learners. Results further revealed that role playing was very highly accepted by all types of learners. Simulated exercises and simulated games were highly accepted while case study was moderately accepted. The study concluded that there is no significant reolationship between thinking style and level of acceptance to simulation-based teaching strategies. Therefore, all types of learners equally preferred ro0le playing, simulated games, simulated exercises and case study. It is recommended that nurse educators should try out lessons integrating two or more simulation-based strategies to achieve the desired instructional outcomes and make the lessons more gratifying. Further exploration can be conducted to determine the effect of simulation on learning when students vary in rteam size.

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