Relationship between selected discourse strategies and student critical thinking

This study investigated the relationship between use of selected discourse strategies and level of student critical thinking in nursing clinical post-conferences. Selected discourse strategies included: (a) teacher high-level questions, (b) teacher elaboration of student ideas, (c) teacher probing q...

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Bibliographic Details
Published in:The Journal of nursing education 1997-12, Vol.36 (10), p.467-475
Main Author: Rossignol, M
Format: Article
Language:English
Subjects:
Adult
Communication
Critical Thinking
Delaware
Education, Nursing, Baccalaureate
Female
Humans
Linear Models
Male
Multivariate Analysis
Student Participation
Teaching - methods
Thinking
Thinking Skills
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Summary:This study investigated the relationship between use of selected discourse strategies and level of student critical thinking in nursing clinical post-conferences. Selected discourse strategies included: (a) teacher high-level questions, (b) teacher elaboration of student ideas, (c) teacher probing questions, (d) student participation, and (e) student-to-student participation. The level of student critical thinking was defined as the quartile ranking of students (N = 57) on the Watson-Glaser Critical Thinking Appraisal summative measure. It was hypothesized that greater use of discourse strategies would be associated with high-levels of student critical thinking. All discourse strategies were significantly associated (p < .0001) to student quartile ranking for one taping session (Conference II). Further analysis, however, revealed ambiguous patterns of two-way associations. The more consistent findings suggested a conceptual relationship between less student talk and student-to-student talk and high-levels of student critical thinking.
ISSN:0148-4834
1938-2421
DOI:10.3928/0148-4834-19971201-06