Author: Mary Lou Zemaitis
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 178
Book Description
Learning Styles, Learning Preferences, and Registered Nurse Students in Baccalaureate Nursing Programs
Author: Mary Lou Zemaitis
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 178
Book Description
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 178
Book Description
Cognitive Styles and Learning Preferences of Registered Nurses in Baccalaureate Nursing Programs in Public Colleges and Universities
Author: Beverly Janice Bartlett
Publisher:
ISBN:
Category : Cognitive styles
Languages : en
Pages : 246
Book Description
Publisher:
ISBN:
Category : Cognitive styles
Languages : en
Pages : 246
Book Description
Learning Styles and the Nursing Profession
Author: Rita Dunn
Publisher: Jones & Bartlett Learning
ISBN: 9780887377716
Category : Medical
Languages : en
Pages : 138
Book Description
Because students learn in different ways, teachers adapt curricula to diverse learning styles. This book presents state-of-the-art research and information on how to use learning-style based instruction in teaching and professional development for nurse and allied health educators.
Publisher: Jones & Bartlett Learning
ISBN: 9780887377716
Category : Medical
Languages : en
Pages : 138
Book Description
Because students learn in different ways, teachers adapt curricula to diverse learning styles. This book presents state-of-the-art research and information on how to use learning-style based instruction in teaching and professional development for nurse and allied health educators.
Learning Styles of Registered Nurse Students in a Baccalaureate of Science in Nursing Program
Author: Sharon Schweitzer
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 86
Book Description
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 86
Book Description
The Differences in the Learning Styles of Generic Students and Registered Nurse Students in a Baccalaureate Nursing Degree Program
Author: Denise M. Britton
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 162
Book Description
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 162
Book Description
An Analysis of Learning Styles of Registered Nurse Students, Basic Nursing Students, and Nurse Educators in a Baccalaureate Nursing Program
Author: Margaret Ann Marcinek
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 256
Book Description
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 256
Book Description
Learning Styles and Learning Preferences of First and Fourth Semester Baccalaureate Degree Nursing Students
Author: Deborah A. Wells
Publisher:
ISBN:
Category : Learning
Languages : en
Pages : 152
Book Description
"The purpose of this study was to determine: (1) if a predominate learning style and learning preference existed for a select group of junior and senior baccalaureate degree nursing students, and (2) if there were differences between the two groups in their predominant learning styles and learning preferences. A total of 49 junior and 80 senior nursing students completed the Gregorc Style Delineator, the Wells' Learning Preference Survey and a demographic questionnaire. Though there were no reported statistical significance between the two groups of nursing students in their learning style preferences, the junior students preferred the Concrete Sequential (n=20, 42.6%) and Abstract Random (n=18, 38.3%) learning styles, while the senior students preferred the Abstract Random (n=29, 39.7%)and Concrete Sequential (n=25, 34.2%) learning styles. The learning methods preferred by the entire group of nursing students were drill and practice (n=106, 82.2%), television/movies (n=103, 79.8%), group discussion (n=95, 73.7%), and short lecture with question and answer (n=95, 73.7%). There was a statistically significant difference between junior and senior students on four of the twelve learning preferences. Juniors showed a significantly higher preference over the seniors for learning through groups with discussion (Tau=.20, p=.02), lectures (Tau=.16, p=.04) and slide/filmstrips with audiotapes (Tau=.21, p=.01). The seniors demonstrated a significantly higher preference over juniors for games as a method of learning (Tau=.21, p=.02). Suggestions for further study include a longitudinal study design which could incorporate manipulation of teaching strategies"--Document.
Publisher:
ISBN:
Category : Learning
Languages : en
Pages : 152
Book Description
"The purpose of this study was to determine: (1) if a predominate learning style and learning preference existed for a select group of junior and senior baccalaureate degree nursing students, and (2) if there were differences between the two groups in their predominant learning styles and learning preferences. A total of 49 junior and 80 senior nursing students completed the Gregorc Style Delineator, the Wells' Learning Preference Survey and a demographic questionnaire. Though there were no reported statistical significance between the two groups of nursing students in their learning style preferences, the junior students preferred the Concrete Sequential (n=20, 42.6%) and Abstract Random (n=18, 38.3%) learning styles, while the senior students preferred the Abstract Random (n=29, 39.7%)and Concrete Sequential (n=25, 34.2%) learning styles. The learning methods preferred by the entire group of nursing students were drill and practice (n=106, 82.2%), television/movies (n=103, 79.8%), group discussion (n=95, 73.7%), and short lecture with question and answer (n=95, 73.7%). There was a statistically significant difference between junior and senior students on four of the twelve learning preferences. Juniors showed a significantly higher preference over the seniors for learning through groups with discussion (Tau=.20, p=.02), lectures (Tau=.16, p=.04) and slide/filmstrips with audiotapes (Tau=.21, p=.01). The seniors demonstrated a significantly higher preference over juniors for games as a method of learning (Tau=.21, p=.02). Suggestions for further study include a longitudinal study design which could incorporate manipulation of teaching strategies"--Document.
A Study of Learning Style Differences and Educational Orientation Differences Between the Registered Nurse Student and the Generic Student Nurse Enrolled in a Baccalaureate Nursing Program
Author: Rebecca Gay Lassan
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 300
Book Description
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 300
Book Description
Learning Style Preferences of Students in Baccalaureate Nursing Programs
Author: Sharon L. Merritt
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 582
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 582
Book Description
Educating Nurses
Author: Patricia Benner
Publisher: John Wiley & Sons
ISBN: 0470457961
Category : Medical
Languages : en
Pages : 293
Book Description
Praise for Educating Nurses "This book represents a call to arms, a call for nursing educators and programs to step up in our preparation of nurses. This book will incite controversy, wonderful debate, and dialogue among nurses and others. It is a must-read for every nurse educator and for every nurse that yearns for nursing to acknowledge and reach for the real difference that nursing can make in safety and quality in health care." —Beverly Malone, chief executive officer, National League for Nursing "This book describes specific steps that will enable a new system to improve both nursing formation and patient care. It provides a timely and essential element to health care reform." —David C. Leach, former executive director, Accreditation Council for Graduate Medical Education "The ideas about caregiving developed here make a profoundly philosophical and intellectually innovative contribution to medicine as well as all healing professions, and to anyone concerned with ethics. This groundbreaking work is both paradigm-shifting and delightful to read." —Jodi Halpern, author, From Detached Concern to Empathy: Humanizing Medical Practice "This book is a landmark work in professional education! It is a must-read for all practicing and aspiring nurse educators, administrators, policy makers, and, yes, nursing students." —Christine A. Tanner, senior editor, Journal of Nursing Education "This work has profound implications for nurse executives and frontline managers." —Eloise Balasco Cathcart, coordinator, Graduate Program in Nursing Administration, New York University
Publisher: John Wiley & Sons
ISBN: 0470457961
Category : Medical
Languages : en
Pages : 293
Book Description
Praise for Educating Nurses "This book represents a call to arms, a call for nursing educators and programs to step up in our preparation of nurses. This book will incite controversy, wonderful debate, and dialogue among nurses and others. It is a must-read for every nurse educator and for every nurse that yearns for nursing to acknowledge and reach for the real difference that nursing can make in safety and quality in health care." —Beverly Malone, chief executive officer, National League for Nursing "This book describes specific steps that will enable a new system to improve both nursing formation and patient care. It provides a timely and essential element to health care reform." —David C. Leach, former executive director, Accreditation Council for Graduate Medical Education "The ideas about caregiving developed here make a profoundly philosophical and intellectually innovative contribution to medicine as well as all healing professions, and to anyone concerned with ethics. This groundbreaking work is both paradigm-shifting and delightful to read." —Jodi Halpern, author, From Detached Concern to Empathy: Humanizing Medical Practice "This book is a landmark work in professional education! It is a must-read for all practicing and aspiring nurse educators, administrators, policy makers, and, yes, nursing students." —Christine A. Tanner, senior editor, Journal of Nursing Education "This work has profound implications for nurse executives and frontline managers." —Eloise Balasco Cathcart, coordinator, Graduate Program in Nursing Administration, New York University