A Comparison of Team-Teaching and Audio-Taped Lectures with the Traditional Lecture Method.

Autor/in	Hoffman, Elise
Titel	A Comparison of Team-Teaching and Audio-Taped Lectures with the Traditional Lecture Method.
Quelle	(1974), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Failure; Lecture Method; National Competency Tests; Nursing; Questionnaires; State Standards; Student Certification; Teaching Methods; Team Teaching; Two Year Colleges; Vocational Education + Suchen Sie Ihr Suchwort? Krankenpflege; Fragebogen; Schulzeugnis; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Ausbildung; Berufsbildung
Abstract	The high percentage of students failing State Board Examinations for licensure as registered nurses led to provisional accreditation being placed on the nursing program at Alvin Junior College (Texas). Teaching methodology was investigated as a possible contributor to these failures. A review of the related literature indicated that individualized, systematic teaching methods best facilitate the learning of medical-surgical nursing. A team-teaching method of instruction, supplemented with audio-taped lectures, was used in medical-surgical nursing classes in 1974 (77 students). Compared to classes the year before (73 students), when the traditional one-teacher lecture method was used, the experimental, team-teaching group scored significantly higher on the National League for Nursing tests for Medical-Surgical Nursing II. In addition, the proportion of students passing the State Board Examinations was significantly higher for the experimental group (94 percent) than for the control group (77 percent). As a residual finding, when a questionnaire was sent to all the graduates who had been in the experimental group, 83 percent of the respondents stated that they preferred the team-teaching approach. (NHM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC