By using questioning and other appropriate teaching strategies, clinical teachers can facilitate the development of critical thinking, decision making and problem solving in students. This study examined clinical teachers' use of questioning and the variations in their use of questioning as a teaching strategy. Although there was a variation in the number of questions asked, predominantly low level questions were asked by 26 clinical teachers at two post-clinical conferences. Based on the findings of this study, it is recommended that clinical teachers are taught how to ask questions, particularly high level questions.
Discussion with families of Indian clients with cancer living in Western Australia and their anecdotal reports of stress related to care lead to the development of this descriptive, qualitative study. In particular, the study addresses the concerns of Western Australian families of Indian clients with cancer and the coping strategies they employed. Six family members participated in face-to-face interviews. Content analysis revealed a four-phase process that family members described in response to the cancer diagnosis: initial reactions, immediate concerns, ongoing concerns, and coping strategies used. Culturally-specific observations and recommendations are offered for nursing practice and further research.
1979in poor metabolisers (Oates NS, Shah RR, Idle JR, and Smith RL, unpublished observations). Moreover, most of the patients studied with the phenotyping drug debrisoquine who had developed a peripheral sensory neuropathy when taking perhexiline were either the recessive poor metabolisers or heterozygotes for polymorphic drug oxidation.6
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