A study of instructional development knowledge and use during instructional planning by nurse educators in Newfoundland and Labrador

Healy, Sherida R. (1994) A study of instructional development knowledge and use during instructional planning by nurse educators in Newfoundland and Labrador. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (22MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

The purpose of this descriptive study is to elicit data from nurse educators in Newfoundland and Labrador concerning their knowledge and use of instructional development during instructional planning. The study is a continuation of previous studies undertaken in the school system and within nursing education. Gallant (1989), Tobin (1989), Thomey (1991), and Graham (1991) studied primary and elementary teachers, high school teachers, and teacher-librarians and determined that the groups studied did not have a comprehensive knowledge of and competency in instructional development. Gorman (1994) conducted an ethnographic study of five nurse educators and concluded that this group did have a functional knowledge of instructional development and planned instruction systematically. -- This study was executed during the Fall of 1993 and utilized a survey design with a written questionnaire. Respondents consisted of twenty-nine nurse educators from the five provincial schools of nursing. Results of the study indicate that the nurse educators who participated in the study have a functional knowledge of instructional development.

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