Variables Associated With Intent To Use Learning Style Preference Information By Undergraduate Nursing Students
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| Author | : Nancy M. H. Burruss |
| Publisher | : |
| Total Pages | : 250 |
| Release | : 2010 |
| Genre | : Learning |
| ISBN | : |
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 | : Diane M. Billings |
| Publisher | : Elsevier Health Sciences |
| Total Pages | : 593 |
| Release | : 2013-08-13 |
| Genre | : Medical |
| ISBN | : 0323260586 |
Teaching in Nursing, 4th Edition is the only nursing text to address all three components of education -- teaching, curriculum, and evaluation. Comprehensive guidelines help you meet the day-to-day challenges of teaching, including curriculum development, the diversity of student learning styles, and developing and using classroom tests. This edition has been updated with information on the latest trends in education including new information on the use of simulations to facilitate learning, the latest on competency-based and concept-focused curricula, developing learner-centered courses, and more. Edited by expert nursing educators Diane M. Billings and Judith A. Halstead, Teaching in Nursing is a past winner of the AJN Book of the Year award, and is an excellent resource for nurses preparing to take the Certified Nurse Educator (CNE) Exam. The only nursing resource to cover teaching, curriculum, and evaluation of students -- the three essential components of nursing education. Contributing authors are nationally recognized scholars in their fields of expertise. Models of teaching are used to demonstrate clinical teaching, teaching in interdisciplinary setting, how to evaluate students in the clinical setting, and how to adapt teaching for community-based practice. Teaching strategies promote critical thinking and active learning, including evaluation techniques, lesson planning, and constructing examinations. Evidence-based teaching boxes explain how to practice and apply evidence-based teaching, with implications for faculty development, administration, and the institution. End-of-chapter summaries let you draw conclusions based on the chapter content. Open-ended application questions at the end of each chapter are ideal for faculty-guided discussion and online education. Up-to-date research looks ahead to the needs of the future.
| Author | : Patricia Benner |
| Publisher | : John Wiley & Sons |
| Total Pages | : 293 |
| Release | : 2009-12-09 |
| Genre | : Medical |
| ISBN | : 0470457961 |
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
| Author | : Stephen B. Hulley |
| Publisher | : Lippincott Williams & Wilkins |
| Total Pages | : 388 |
| Release | : 2011-11-30 |
| Genre | : Medical |
| ISBN | : 1451165854 |
Designing Clinical Research sets the standard for providing a practical guide to planning, tabulating, formulating, and implementing clinical research, with an easy-to-read, uncomplicated presentation. This edition incorporates current research methodology—including molecular and genetic clinical research—and offers an updated syllabus for conducting a clinical research workshop. Emphasis is on common sense as the main ingredient of good science. The book explains how to choose well-focused research questions and details the steps through all the elements of study design, data collection, quality assurance, and basic grant-writing. All chapters have been thoroughly revised, updated, and made more user-friendly.
| Author | : Nancy E. Foley |
| Publisher | : |
| Total Pages | : 296 |
| Release | : 1997 |
| Genre | : Students with disabilities |
| ISBN | : |
Students with learning disabilities are entering higher education in record numbers. The learning disabilities literature suggests that the academic support available in most post secondary institutions often is not adequate to meet the needs of these students, and that the students frequently do not disclose that they have learning disabilities until they are experiencing academic difficulties or failure. Accommodating individual learning style preferences has been proposed as a way to address individual learning needs. Differences in learning style preferences have been reported between various groups of people including elementary and Junior high school students with and without learning disabilities. The major purpose of this study was to extend the research on learning style preferences to an undergraduate population of students with learning disabilities by determining if undergraduates with and without learning disabilities can be differentiated by their learning style preferences. Seventy-eight undergraduates enrolled in independent colleges and between the ages of 18 and 24 years completed the Productivity Environmental Preference Survey (PFPS) and a demographic information sheet. Twenty-eight students provided documentation of previously diagnosed learning disabilities, and 50 students reported no history of learning difficulties. Analysis of variance results revealed significant differences between the students with and without learning disabilities for two demographic variables (high school and college GPA) and 6 of 20 PEPS elements (persistence, responsibility, studying alone or with peers, authority orientation, auditory modality, and visual modality). Among participants for whom all data were available, a linear discriminant analysis employing the eight significant variables successfully categorized 92% of the students with learning disabilities (12 of 13) and 88% of the students without learning disabilities (43 of 49). A second discriminant analysis using only the six PEPS elements successfully categorized 71% and 72% of all participants with and without learning disabilities, respectively. These results suggest that differences in the learning style preferences of school-age children with and without learning disabilities are also evident in college students with and without learning disabilities, and that college students with and without learning disabilities have distinctly different learning style profiles.
| Author | : James W. Keefe |
| Publisher | : |
| Total Pages | : 58 |
| Release | : 1987 |
| Genre | : Education |
| ISBN | : |
This monograph builds upon rapid developments in the field of learning styles during the past few years, providing useful information about the theory, research, instrumentation, and practice of learning style. The first section presents an overview of learning style and addresses the school learning process, learning style concept, cognitive styles, affective styles, and physiological styles. Assessing student learning style is the topic of the second section, which addresses cognitive, affective, and physiological style elements, and comprehensive instruments for assessing these styles. Section 3 covers the connection between brain hemisphere and learning style, including discussion regarding hemispheric differences, sequential and simultaneous processing, hemispheric mythology, and whole brain education. Section 4 discusses applications of learning style through consideration of views of style, personalized education, significance of the style concept, schoolwide implementation, and classroom applications. References are included. (CB)
| Author | : |
| Publisher | : |
| Total Pages | : 480 |
| Release | : 1990 |
| Genre | : Nursing |
| ISBN | : |
| Author | : David H. Jonassen |
| Publisher | : Routledge |
| Total Pages | : 483 |
| Release | : 2012-12-06 |
| Genre | : Education |
| ISBN | : 1136480994 |
Written for teachers, trainers, and instructional designers -- anyone who is responsible for designing or preparing instruction -- this book begins with one basic premise: individual differences mediate learning at all levels and in all situations. That is, some learners find it easier or more difficult to learn some skills or to learn from certain forms of instruction because they vary in terms of aptitude, cognitive styles, personality, or learning styles. This volume describes most of the major differences in a readable and accessible way and demonstrates how to design various forms of instruction and predict the ease with which learners will acquire different skills. Most books that discuss any learner differences focus on those that characterize special education populations, whereas this book focuses on normal learners. Designed as a handbook, this volume is structured to provide easy and consistent access to information and answers, and prescriptions and hypotheses. When definitive answers are not possible because there is no research documentation, the authors suggest theories designed to stimulate future research.
| Author | : David Gijbels |
| Publisher | : Routledge |
| Total Pages | : 379 |
| Release | : 2013-09-11 |
| Genre | : Education |
| ISBN | : 1134633521 |
Learning Patterns in Higher Education brings together a cutting edge international team of contributors to critically review our current understanding of how students and adults learn, how differences and changes in the way students learn can be measured in a valid and reliable way, and how the quality of student learning may be enhanced. There is substantial evidence that students in higher education have a characteristic way of learning, sometimes called their learning orientation (Biggs 1988), learning style (Evans et al. 2010) or learning pattern (Vermunt and Vermetten 2004). However, recent research in the field of student learning has resulted in multi-faceted and sometimes contradictory results which may reflect conceptual differences and differences in measurement of student learning in each of the studies. This book deals with the need for further clarification of how students learn in higher education in the 21st century and to what extent the measurements often used in learning pattern studies are still up to date or can be advanced with present methodological and statistical insights to capture the most important differences and changes in student learning. The contributions in the book are organized in two parts: a first conceptual and psychological part in which the dimensions of student learning in the 21st century are discussed and a second empirical part in which questions related to how students’ learning can be measured and how it develops are considered. Areas covered include: Cultural influences on learning patterns Predicting learning outcomes Student centred learning environments and self-directed learning Mathematics learning This indispensable book covers multiple conceptual perspectives on how learning patterns can be described and effects and developments can be measured, and will not only be helpful for ‘learning researchers’ as such but also for educational researchers from the broad domain of educational psychology, motivation psychology and instructional sciences, who are interested in student motivation, self-regulated learning, effectiveness of innovative learning environments, as well as assessment and evaluation of student characteristics and learning process variables.
| Author | : Susan Bacorn Bastable |
| Publisher | : Jones & Bartlett Learning |
| Total Pages | : 689 |
| Release | : 2008 |
| Genre | : Education |
| ISBN | : 0763746436 |
Designed to teach nurses about the development, motivational, and sociocultural differences that affect teaching and learning, this text combines theoretical and pragmatic content in a balanced, complete style. --from publisher description.
