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dc.contributor.advisorLucas, Maureenfr
dc.contributor.authorDyck, Rebeccafr
dc.date.accessioned2014-05-14T14:19:51Z
dc.date.available2014-05-14T14:19:51Z
dc.date.created1997fr
dc.date.issued1997fr
dc.identifier.isbn0612265684fr
dc.identifier.urihttp://savoirs.usherbrooke.ca/handle/11143/417
dc.description.abstractThe focus of this research was the teaching of physical assessment to nursing students. A think-aloud method was developed, in which the teacher and students articulated their observations and thoughts as they examined patients. Eleven second-year college students and their instructor in Maternal-Child Nursing participated, assessing infants and young children in two Montreal hospitals.The project was implemented throughout 1996, and data was obtained through individual and group interviews, student journals and written reflections, exit and entry questionnaires, and the teacher's log. Analysis of the data showed that the use of think-aloud had created a positive learning environment which embodied the main characteristics of cognitive apprenticeship. Students reported increased self-confidence and identified the crucial role of peer participation. Their assessment skills improved and included the transfer of think-aloud to silent assessments. It is recommended that think-aloud be used in these and other clinical instruction settings.fr
dc.language.isoengfr
dc.publisherUniversité de Sherbrookefr
dc.rights© Rebecca Dyckfr
dc.titleUse of think-aloud in teaching physical assessment to nursing studentsfr
dc.typeMémoirefr
tme.degree.disciplineEnseignement préscolaire et primairefr
tme.degree.grantorFaculté d'éducationfr
tme.degree.levelMaîtrisefr
tme.degree.nameM.A.fr


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