The questioning skills of clinical teachers and preceptors: a comparative study

Phillips, Nicole (Nikki) and Duke, Maxine 2001, The questioning skills of clinical teachers and preceptors: a comparative study, Journal of advanced nursing, vol. 33, no. 4, pp. 523-529, doi: 10.1046/j.1365-2648.2001.01682.x.

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Title The questioning skills of clinical teachers and preceptors: a comparative study
Author(s) Phillips, Nicole (Nikki)ORCID iD for Phillips, Nicole (Nikki)
Duke, MaxineORCID iD for Duke, Maxine
Journal name Journal of advanced nursing
Volume number 33
Issue number 4
Start page 523
End page 529
Publisher Blackwell
Place of publication Oxford, England
Publication date 2001-02
ISSN 0309-2402
Keyword(s) questioning
low level
high level
clinical teachers
nursing education
Summary Aim of the study. The purpose of this study, conducted as partial requirement for a Master of Nursing Studies Degree, was to explore, describe and compare the level of questions asked by clinical teachers and preceptors.

Background. Questioning is one of many teaching/learning strategies thought to facilitate the development of critical thinking skills which are integral to nursing practice. As such the type and number of questions asked have implications for student learning. Currently in Melbourne, Australia, many undergraduate nursing degree courses utilize both clinical teachers and preceptors to facilitate student learning in the clinical setting.

Design. A comparative descriptive design was used. Participants were given three acute care patient scenarios involving an undergraduate nursing student, as part of a questionnaire, and asked to identify the questions they would ask the student in relation to the scenario.

Findings. Data revealed that the clinical teachers had considerably more years of experience in their role and higher academic qualifications than did the preceptors. The clinical teachers also asked a greater number of questions overall and more from the higher cognitive level. Despite this, the findings suggest that both clinical teachers and especially preceptors need to increase the number of higher level questions they ask.

Conclusions. Based on the findings of this study, it is evident that there is a need for further comparative studies into the questioning skills of clinical teachers and preceptors. Also, these two groups require education about the importance of higher level questioning for student learning as well as how to ask questions generally.
Notes Published Online: Jul 7
Language eng
DOI 10.1046/j.1365-2648.2001.01682.x
Field of Research 111099 Nursing not elsewhere classified
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2001, Blackwell Science Ltd
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