Learning Styles, Learning Preferences, and Registered Nurse Students in Baccalaureate Nursing Programs PDF Download
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Author: Mary Lou Zemaitis
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 178
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Author: Mary Lou Zemaitis
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 178
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Book Description
Author: Sharon L. Merritt
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 582
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Book Description
Author: Rita Dunn
Publisher: Jones & Bartlett Learning
ISBN: 9780887377716
Category : Medical
Languages : en
Pages : 138
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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.
Author: Deborah A. Wells
Publisher:
ISBN:
Category : Learning
Languages : en
Pages : 152
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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.
Author: Arthur Ree Williams Campbell
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 194
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Author: Beverly Janice Bartlett
Publisher:
ISBN:
Category : Cognitive styles
Languages : en
Pages : 246
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Author: Nancy M. H. Burruss
Publisher:
ISBN:
Category : Learning
Languages : en
Pages : 250
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Book Description
Increasing the success of diverse undergraduate students is central to the mission of many nursing programs. Numerous programs administer learning style inventories in order to obtain baseline information about students' learning needs. However, little is understood about students' intent to use the learning style preference information. The purpose of this study was to examine variables associated with intent to use learning style preference information by undergraduate nursing students. Variables included demographic, academic, and learning style preference variables as well as students' ability to explain learning style preference information, obtained from a commercial learning style inventory. A purposive convenience sample (N = 219) was obtained from six baccalaureate nursing programs in different geographical areas to achieve adequate learner diversity for the variables to be studied. A researcher-developed survey entitled Intent to Use Learning Style Preference Information was used to collect study data. Students responded to questions regarding demographic, academic, and learning style preference information. Pearson correlation, independent samples t test, analysis of variance, and multiple linear regression methods were used for statistical analyses. The significant variables of type of BSN program, years of education, person who shared results, perception of usefulness of learning style assessment, and ability to explain learning style preference information, when entered into the regression model, accounted for 32.5% of the variance in the intent to use learning style preference information, F(5, 198) = 19.07, p
Author: Reta A. Dalim
Publisher:
ISBN:
Category :
Languages : en
Pages : 136
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Book Description
Author: Sharon Schweitzer
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 86
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Book Description
Author: Denise M. Britton
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 162
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