The role of exploratory practice constraints on performance and depth of knowledge
AuthorShea, Kimberly Denise
AdvisorEffken, Judith A.
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PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractNursing theorist, Patricia Benner, includes exploratory learning as a component of skill acquisition for nurses. Research has found that, although exploratory learning has been thought to be beneficial, there are constraints that influence learning (Bruner, 1966, Reiber and Parmley, 1995, Tuovinen and Sweller, 1998.) Effken's (1997) research examined the use of computer simulations to teach students the fundamental principles of hemodynamics. Eftken and Kadar (1999, under review) have begun to examine more closely students' learning processes, as they learn to use the simulation. In the current study, secondary data analysis examined the effects of practice constraints on learning outcomes of 18 nursing students during the initial orientation to the computer simulation. The process of exploration during practice as well as its influence on performance and know ledge depth was studied. Pearson Product Moment correlations and t -tests were used to statistically verify significance. The results suggest that the structure of the practice influences performance outcomes. Goal oriented exploratory practice was more accurate and perceived to be easier. Background knowledge is beneficial in creating a foundation for conceptual understanding of the simulation. Constraints on the orientation of nurses to computer simulations are an important consideration for developing effective and efficient outcomes.
Degree ProgramGraduate College