Cognitive and ethical maturity in baccalaureate nursing students: did a class using narrative pedagogy make a difference?
The purpose of this project was to examine the effect of Narrative Pedagogy in nursing education on students' ability to move toward cognitive and ethical maturity and thereby increase their autonomy in nursing practice. Students taking a class using Narrative Pedagogy demonstrated 'entry' and 'exit...
| Publicado en: | Nursing Education Perspectives (National League for Nursing) Vol. 25; no. 4; pp. 188 - 196 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
National League for Nursing
Jul/Aug2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106661074&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106661074 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15365026 LA8 jtl: Nursing Education Perspectives (National League for Nursing) issn: 15365026 maglogo: N pubinfo: dt: Jul/Aug2004 vid: 25 iid: 4 pid: 7025 pub: National League for Nursing place: New York, New York artinfo: ui: 106661074 106661074 2004183467 NLM15387514 106661074 ppf: 188 ppct: 8 formats: fmt: @attributes: type: P tig: atl: Cognitive and ethical maturity in baccalaureate nursing students: did a class using narrative pedagogy make a difference? aug: au: Evans BC Bendel R affil: Associate Professor, Arizona State University, Tempe; bevans94@comcast.net sug: subj: Cognition Education, Nursing, Baccalaureate Ethics Students, Nursing, Baccalaureate Teaching Methods Adult Analysis of Covariance Analysis of Variance Coefficient alpha Control Group Data Analysis Software Descriptive Statistics Funding Source Interrater Reliability Middle Age Nonexperimental Studies Pilot Studies Repeated Measures Research Instruments Summated Rating Scaling Wilcoxon Signed Rank Test Human Adult: 19-44 years Middle Aged: 45-64 years ab: The purpose of this project was to examine the effect of Narrative Pedagogy in nursing education on students' ability to move toward cognitive and ethical maturity and thereby increase their autonomy in nursing practice. Students taking a class using Narrative Pedagogy demonstrated 'entry' and 'exit' mean scores that showed marginal and statistically significant (p < 0.05) improvement on the Measure of Intellectual Development and the California Critical Thinking Disposition Inventory. Using nonparametric and parametric analyses of variance, there was minor improvement on both scales in cognitive and ethical maturity and the disposition to think critically in the intervention group. For all variables, there were no significant differences between the control group and the intervention group, with or without adjustment for age, the only significant covariate. The cognitive and ethical growth documented by either instrument is probably not large enough to be considered practically significant in terms of movement toward autonomous practice. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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