BURNOUT AND LEARNING/THINKING STYLE IN CRITICAL CARE NURSING.
Contributors: Kansas State University.
Published: 1987
Number of pages: 123
Subjects: Health Sciences, Nursing.
Description: The purpose of this study was to determine if there was a dominant learning/thinking style of critical care nurses and to determine whether a relationship existed between dominant learning/thinking style and level of burnout exhibited by critical care nurses. In addition, the relationships between burnout and total years in nursing and years in critical care were studied. The sample consisted of forty-one registered nurse graduates from a nursing school who had worked in critical care. Critical care nurses exhibited a concrete sequential dominant style of learning/thinking as measured by the Gregorc Style Delineator. Critical care nurses who did not exhibit a dominant concrete sequential style of learning/thinking did not exhibit a higher level of burnout as measured by the Stress Burnout Scale for Health Professionals. A relationship between total years in nursing and burnout level was not found. A significant inverse correlation was found between years in critical care and burnout level. As years in critical care increased, burnout level decreased. Based on these findings, results suggest the majority of the population of critical care nurses in the study exhibited a dominant concrete sequential learning/thinking style. Also, increased longevity in critical care revealed lower burnout levels.
Notes: Source: Dissertation Abstracts International, Volume: 48-04, Section: B, page: 1004.

Thesis (PH.D.)--KANSAS STATE UNIVERSITY, 1987.

School code: 0100.