ASSOCIATE DEGREE NURSING PROGRAMS IN TEXAS: A SURVEY OF THE INSTRUCTORS' TEACHING STYLE AND THE SCHOOLS' LICENSURE EXAMINATION RESULTS.
Contributors: Texas A & M University.
Published: 1987
Number of pages: 126
Subjects: Health Sciences, Nursing.
Description: The purpose of this study was to investigate the performance of first-time candidates on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) and the team of nursing instructors practicing selected principles of adult learning in the respective nursing schools. The Principles of Adult Learning Scale (PALS) was used to measure the degree to which the nursing instructors practiced selected adult education learning principles congruent with the collaborative teaching-learning mode. PALS yields a total score and scores for seven factors which compose the elements of the collaborative mode and operationalize them. These factors are: Learner Centered Activities, Personalizing Instructions, Relating to Experience, Assessing Student Needs, Climate Building, Participation in the Learning Process, and Flexibility for Personal Development. The study involved 36 (90%) associate degree nursing schools in Texas which were accredited by the Board of Nurse Examiners for the State of Texas. According to PALS, the 150 (63.3%) nursing instructors in the sample supported a non-collaborative (teacher-centered) mode of instruction. Further, a descriptive profile of the nursing instructors and the nursing schools was developed.

Analysis of variance was used to examine the instructors' teaching style and the schools' percentage pass-rate based on the scores attained by the first-time candidates. The percentage pass-rates were assigned to three categories. The analysis of the data in this study did not reveal any significant difference between the instructors' mode of teaching and the three categories. Additionally, the data suggested that there were both teacher-centered (non-collaborative) and learner-centered (collaborative) modes of instruction in the nursing schools irrespective of the schools' category for the percentage pass-rate. The teaching style findings were generally incongruent with the adult literature base supporting the collaborative mode for adult learners, as identified by PALS.
Notes: Source: Dissertation Abstracts International, Volume: 49-04, Section: B, page: 1091.

Thesis (ED.D.)--TEXAS A&M UNIVERSITY, 1987.

School code: 0803.