Nursing Student Decision Making Styles

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This study aimed to determine the effect of problem –based learning on nursing students' decision making skills and styles, and identify the relationship between nursing students' decision making skills and styles. Research Hypothesis: Students who are involved in problem- based learning strategy exhibit higher decision making skills. 2 Materials and methods 2-1 Research Design A quasi- experimental research design was utilized. 2-2 Participants: The study subjects comprised of all 4th year nursing students enrolled in Nursing Administration Department, Faculty of Nursing, Minia University during the first semester of the academic year (2014- 2015). The total number of the students was (84) divided randomly into two equal groups study…show more content…
It consists of 20 questions with four answers, distributed in four columns, each one represent one decision making style. The students had to read each question on the left-hand side and score each response on the same line according to which alternative they rate the closest to the way they think or feel. Each question is answered by assigning values as follows: (8= When question is most like to me, 4= When question is moderate like to me, 2= When question is slightly like to me, and 1= When question is least like to me.) The students' styles were determined according to the high score of dominant or very dominant column. 2.4 Data collection A personal and academic sheet and study tools questionnaire were used for data collection. The data were collected in the beginning and the final of first semester of the academic year. 2.5 Methods: 1. An official permission from the Dean of Faculty of Nursing, and head of the Nursing Administration Department, Minia University was obtained to allow data collection from…show more content…
Preparation of researcher: developing handouts about the four Nursing Administration topics used in the study (change, delegation, power, and team building), which are related to Nursing Administration curriculum content 11. Development of problem based learning scenarios: four PBL scenarios about four topics were developed using the textbooks and electronic resources. 12. Preparation of learning environments: the learning environment in which the study was conducted, and all needed resources were prepared 13. Preparation and training of students: the students in the study group (42 students) were divided into (5) sub-groups. 14. Training of students: the students were trained to the PBL technique and decision making process by using one PBL scenario (power problem). It lasted for four sessions; every session lasted for about 2 to 4 hours. 15. Implementation phase: this phase was conducted by using three PBL scenarios. It took three weeks; one problem per week (change, delegation, and team building respectively). The three scenarios were assigned to each sub-group. Each scenario took four sessions 16. Evaluation phase: post-test was done after the third scenario using tools I and

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