The effect of an innovative clinical teaching method on nursing students' knowledge and critical thinking skills.

The purpose of this quasi-experimental study was to determine the effect of an experimental clinical teaching method on nursing students' knowledge and critical thinking skills during clinical rotations in psychiatric nursing. Ausubel's Assimilation Theory of Learning provided the theoretical framework for this research. The subjects (N = 83) were from the baccalaureate nursing graduating classes of 1992 and 1993 of a medium-sized state university in the mid-atlantic region of the United States. The experimental clinical teaching method used computer-assisted instruction (CAI) throughout and a collaboration model (student-faculty-service) during initial clinical experiences. Knowledge was measured by the score for the psychiatric nursing component of the Mosby Assess Test and two parts of the National League for Nursing's (NLN) Psychiatric Exam (theory and total scores). Critical thinking was measured by two parts of the NLN's Psychiatric Nursing Exam (the score for assess, analyze, and evaluate as one measure and planning and implementation for the other measure). The comparison group scored significantly higher than the control group on assessing, analyzing, and evaluating (t = 2.15; p < .03), as well as planning and implementation (t = 2.33; p < .02), measures for critical thinking skills. However, there was no significant difference between the study groups with respect to knowledge. The findings support the appropriateness of Ausubel's Assimilation Theory with this clinical teaching method. Discussion relevant to the application of the study findings to nursing education and future research is presented.

The relationship between planned change and successful implementation of computer assisted instruction.

The purpose of this study was to examine planning for the implementation of computer assisted instruction (CAI). The sample consisted of 77 nursing programs representing 35 states. A mail survey method was used to collect the data from 278 nurse faculty employed by the nursing programs in the sample. The first hypothesis predicted a relationship between planned change and successful implementation of CAI and was supported (r = .86, p less than .001). Testing of the second hypothesis with multiple regression analysis revealed that continued faculty support, continued adequate resources, and administrative support (R = .68, p less than .0001), account for 46.5% of the variance within successful implementation of CAI. The findings of this study have the potential to assist nurse educators and those who award grant money for CAI use to better predict success with the implementation of CAI.

Curriculum planning and computer-assisted instruction (CAI) within clinical nursing education.

Some experts in nursing and computers have stated that the integration of the computer within nursing education needs to be planned. It has also been declared that there is a need for a body of knowledge that describes the planning and implementing of CAI and the degree of success with the implementation of CAI within nursing education. There is a paucity of literature addressing the planning, implementing, and evaluation of CAI within clinical nursing education. The purpose of this paper is to add to a knowledge base for the successful implementation of CAI within clinical nursing education. The information in this paper is based upon a two year study of CAI use within the clinical component of one course within a baccalaureate nursing program. A description of this approach to clinical nursing education is provided.