AN ANALYSIS OF LEARNING STYLES AND JUDGMENTAL ABILITY AS CORRELATES OF EDUCATIONAL OUTCOMES IN ASSOCIATE DEGREE NURSING STUDENTS.
Contributors: Kent State University.
Published: 1992
Number of pages: 149
Subjects: Education, Higher.; Health Sciences, Nursing.; Health Sciences, Education.
Description: This quantitative study investigated the relationships among selected demographic variables, learning styles, and judgmental ability of associate degree nursing students and the four following educational outcomes: Cumulative Grade Point Average, NLN Diagnostic Readiness Test score, student rating of clinical competency, and faculty rating of student clinical competency. Data for the study were gathered by having the subjects complete the Background Data Form, Stone's Preferred Learning Style Index, Seidl's Scale of Judgmental Ability in Nursing, and NLN Educational Outcomes Scale. Cumulative Grade Point Averages, scores on the NLN Diagnostic Readiness Test, and faculty evaluations were also examined.

Significant relationships were found (p $<$.05) among Cumulative Grade Point Average, NLN Diagnostic Readiness Test score, and faculty ratings of student competence. Students who had a baccalaureate degree in another field had significantly higher scores on Seidl's Scale of Judgmental Ability and also on the NLN Diagnostic Readiness Test. Faculty rated students who had receptive learning styles as significantly more clinically competent than those who had discovery learning styles. Students in the age 30-39 group and those who had dependent children had significantly higher Cumulative Grade Point Averages. Married students rated themselves as more clinically competent than unmarried students. The study concluded that age, number of dependents, work experience in health care, and academic background have a significant effect on Cumulative Grade Point Averages, NLN Diagnostic Readiness Test score, and faculty rating of student competence.
Notes: Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3121.

Thesis (PH.D.)--KENT STATE UNIVERSITY, 1992.

School code: 0101.