Questioning: A tool in the nurse educator’s kit

Nicholl, Honor; Tracey, Catherine

doi:10.1016/j.nepr.2006.09.002

Cited by 24 publications

(16 citation statements)

References 4 publications

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“…One study in Iran indicated that 74.5% of NGNs increased their knowledge and information using the questioning strategy (Labaf Ghasemi et al, 2005). Crooks et al (2005) posited that questioning enhances the opportunity for research through self-challenging and exploration and increases motivation, interaction, self-confidence, and creative thinking through active learning (Nicholl & Tracey, 2007). In other words, by recalling information and promoting cognitive activities and reasoning in addition to challenging their ideas, questioning promotes active learning and improves self-confidence in NGNs (Dyess & Sherman, 2009).…”

Section: Discussionmentioning

confidence: 99%

Experiences of Newly Graduated Nurses on Strategies of Gaining Self-Confidence During Their Initial Work

Zamanzadeh

Roshangar²,

Fathiazar

et al. 2014

Journal of Nursing Research

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Section: Discussionmentioning

confidence: 99%

Experiences of Newly Graduated Nurses on Strategies of Gaining Self-Confidence During Their Initial Work

Zamanzadeh

Roshangar²,

Fathiazar

et al. 2014

Journal of Nursing Research

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“…2 When a teacher uses higher-order questions, ones that require complex cognitive processes, it may be necessary to provide 1 to 2 minutes of wait time before soliciting responses from students. 21,22 A series of wait time studies involving both small groups and large classes was conducted. 21,23,24 Wait times were manipulated with student participants at various levels of cognitive development, ranging from elementary school through university classrooms, to determine the optimal wait time and potential benefits for both students and teachers.…”

Section: Wait Timementioning

confidence: 99%

“…Depending on the nature and cognitive complexity of the question, a wait time of more than 20 seconds may be perceived as threatening and result in equally poor responses. 22 Many teachers make the mistake of answering their own questions, and this behavior will quickly become self-defeating. After a relatively short wait time, some teachers attempt to fill the silence by providing their own answer to the question posed.…”

Section: Wait Timementioning

confidence: 99%

Best Practice Strategies for Effective Use of Questions as a Teaching Tool

Tofade

Elsner

Haines

2013

American Journal of Pharmaceutical Education

251

221

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Questions have long been used as a teaching tool by teachers and preceptors to assess students' knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students' factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments.Keywords: questioning, critical thinking, pedagogy, effective teaching, teaching tool INTRODUCTIONUsing questions to teach is an age-old practice and has been a cornerstone of education for centuries. 1,2 Questions are often used to stimulate the recall of prior knowledge, promote comprehension, and build critical-thinking skills. Teachers ask questions to help students uncover what has been learned, to comprehensively explore the subject matter, and to generate discussion and peerto-peer interaction. Student-initiated questions increase higher-order learning by requiring them to analyze information, connect seemingly disparate concepts, and articulate their thoughts. 3 Indeed, questions are ubiquitous, but are the right kinds of questions -ones that promote learning, not recall -asked at the appropriate time? 4 Poor questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. 5 Effective questions asked in a psychologically safe learning environment support student learning by probing for understanding, encouraging creativity, stimulating critical thinking, and enhancing confidence. 6 The art of asking the right questions at the appropriate time is not innate. 7 Bloom's taxonomy of learning categorizes cognitive levels into several domains. 8 Questions that elicit responses in the knowledge, comprehension, and application domains are frequently considered lower-order questions, while questions in the analysis, synthesis, and evaluation domains are considered higherorder questions. 9 Higher-order questions elicit deeper and critical thinking; therefore, teachers are encouraged to ask questions in these domains (Table 1). 2,[10][11][12] This does not mean that lower-order questions should not be asked. It is appropriate to ask questions to address all cognitive domains as long as the desired learning outcome is kept in mind and a good mix of questions is used during each teaching session. 2 Given that the learning objectives in most courses in graduate and professional degree programs are often intended to stimulate high ord...

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“…Depending on the complexity of the question, wait times of less than 20 seconds or up to 1-2 minutes have been suggested. 26,27 Given Socrates' tendency to engage students "oneon-one," use of the Socratic method in large groups such as full classrooms is a logical concern and potential limitation. Instruction using the Socratic method is recognized to be a more arduous task than typical traditional didactic teaching.…”

Section: Use Of the Socratic Methods In Health Care Educationmentioning

confidence: 99%

The Fact of Ignorance Revisiting the Socratic Method as a Tool for Teaching Critical Thinking

Oyler

Romanelli

2014

American Journal of Pharmaceutical Education

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Critical thinking, while highly valued as an ability of health care providers, remains a skill that many educators find difficult to teach. This review provides an analysis examining why current methods of teaching critical thinking to health care students (primarily medical and pharmacy students) often fail and describes a premise and potential utility of the Socratic method as a tool to teach critical thinking in health care education.

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Questioning: A tool in the nurse educator’s kit

Cited by 24 publications

References 4 publications

Experiences of Newly Graduated Nurses on Strategies of Gaining Self-Confidence During Their Initial Work

Experiences of Newly Graduated Nurses on Strategies of Gaining Self-Confidence During Their Initial Work

Best Practice Strategies for Effective Use of Questions as a Teaching Tool

The Fact of Ignorance Revisiting the Socratic Method as a Tool for Teaching Critical Thinking

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