KNOWLEDGE OF LEARNING STYLES AND THE EFFECT ON THE CLINICAL PERFORMANCE OF NURSE ANESTHESIOLOGY STUDENTS.
Contributors: University of New Orleans.
Published: 1987
Number of pages: 117
Subjects: Health Sciences, Education.; Health Sciences, Nursing.
Description: The purpose of this study was to examine how students' knowledge of their learning styles affects state anxiety, clinical evaluation scores, and the American Association of Nurse Anesthetists' board certification scores. A survey of the literature examined: interrelationships and "psychodynamics" of anxiety and it's emotional components; cognition; learning styles and clinical education. A population of forty-three students in a twenty-seven month masters level school of nurse anesthesiology was employed for the study. A 2 x 3 repeated measures ANCOVA which addressed the question of whether knowledge of learning styles decreases state anxiety levels prior to nurse anesthesiology students' clinical experiences. Group and time were the two independent variables. The significant F ratio for the group x time interaction effect indicated that over time experimental students demonstrated a greater reduction in anxiety than did the control subjects. A Linquist Type 1 MANOVA was performed to address the research question of whether knowledge of learning styles improved clinical performance. The data analyzed strongly supported the hypothesis that knowledge of learning styles does improve student nurse anesthetists' clinical performance. A correlated t-test supported the research question that knowledge of learning styles improved clinical board scores.
Notes: Source: Dissertation Abstracts International, Volume: 49-05, Section: B, page: 1602.

Thesis (PH.D.)--UNIVERSITY OF NEW ORLEANS, 1987.

School code: 0108.