A STUDY OF LEARNING STYLE PREFERENCES AMONG TEACHERS OF NURSING AND NURSING STUDENTS IN IDAHO.
Contributors: University of Idaho.
Published: 1990
Number of pages: 104
Subjects: Education, Educational Psychology.; Health Sciences, Education.
Description: This study sought to identify preferred learning styles among beginning student nurses and their teachers. It examined whether a preferred learning style was common to all nursing programs (PN, ADN, BSN). It also sought to find if a match of learning styles existed between these students and their teachers.

Data were gathered from all beginning nursing students in Idaho nursing programs (370) and their teachers (79). The Gregorc Style Delineator was the test instrument used. The test group included associate degree nursing students (198), practical nursing students (116), and baccalaureate nursing students (56). Overall response rate for students was 91%. There were 50 ADN, 14 PN, and 15 BSN nursing teachers in the study. Over-all response rate for teachers was 94%.

Concrete sequential was identified as the preferred learning style among both students and their teachers. Abstract sequential was found to be the least preferred learning style of both students and teachers. In identifying preferred learning style of these students, gender was found to be a significant variable.

Using chi square as the test statistic the data demonstrated that nursing education is independent of students' preferred learning style and that a match did exist between the preferred learning style of the students and their teachers. When learning style patterns were studied using Spearman's Correlation Coefficient a positive correlation was found.
Notes: Source: Dissertation Abstracts International, Volume: 51-08, Section: A, page: 2687.

Thesis (ED.D.)--UNIVERSITY OF IDAHO, 1990.

School code: 0089.