A COMPARATIVE STUDY OF ADULT DEVELOPMENTAL PATTERNS OF GENERIC STUDENTS AND RN STUDENTS IN A BACCALAUREATE NURSING PROGRAM AND THE CORRELATION OF THE IMPACT OF THE EDUCATIONAL EXPERIENCE ON THE DEVELOPMENTAL PATTERNS.
Contributors: Peabody College For Teachers Of Vanderbilt University.
Published: 1984
Number of pages: 172
Subjects: Health Sciences, Nursing.
Description: This study examined the issues of adult developmental patterns in generic and RN baccalaureate nursing students, and the relationships of adult development to the educational process. Following Weathersby's (1977) theoretical framework, life stage as defined by Levinson, ego development as defined by Loevinger and learning styles as defined by Kolb were used to compare and contrast the adult development patterns of generic and RN students and the roles of education. It was postulated that depending upon their life stage, ego development and learning styles, satisfaction, the meaning of education, critical incidents leading to enrollment as well as the valued educational experiences would differ among groups.

Three instruments were used in this study. The Washington University Sentence Completion Test (WUSCT) (Loevinger & Wessler, 1970), the Kolb Learning Style Inventory (KLSI) (Kolb, 1974), and Tarule's Educational Experience Inventory (EEI) (Weathersby, 1977). The sample for this study consisted of 49 RN students, and 30 generic nursing students who were enrolled as seniors at the University of North Carolina at Charlotte (UNCC). For analyses that involved the WUSCT a subsample of 25 RN students and generic students were randomly selected from their corresponding pool.

The results of the analyses revealed significant differences between RN and generic students with respect to their life stages and ego development but not their learning styles. Life Stage was the significant predictor for Program Satisfaction, Valued Educational Experience and the concept of education as a "life-long process." For incidents leading to enrollment generic students significantly predicted the statement "the next step . . . was college.".

These results substantiated the premise that RN and generic students differ significantly in adult development. The ability to predict aspects of the educational process indicate that developmental differences impact education; therefore, these findings represent an initial step toward understanding the educational needs of RN and generic students. The responses from this study also support the UNCC curriculum design of a separate RN track that encourages autonomy and flexibility as an excellent approach for meeting the educational needs of RN students.
Notes: Source: Dissertation Abstracts International, Volume: 46-03, Section: B, page: 0793.

Thesis (PH.D.)--PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY, 1984.

School code: 0074.