APPLICATION OF THE THINKING-FEELING-ACTING BEHAVIOR MODEL TO LEARNING STYLES OF BACCALAUREATE STUDENT NURSES (NURSING EDUCATION).
Contributors: University of Toledo.
Published: 1994
Number of pages: 181
Subjects: Education, Tests and Measurements.; Health Sciences, Nursing.; Health Sciences, Education.
Description: This study investigated the relationship between Kolb's theory of experiential learning and Hutchins' TFA Behavior Model within the nursing context. The Learning Style Questionnaire (LSQ) (Marshall & Merritt, 1986) was used to measure Kolb's model while the Hutchins' Behavior Inventory (HBI) (Hutchins & Mueller, 1992) was used to measure Hutchins' model. Data were collected from 274 basic and RN nursing students, ranging in age from 19 to 55 years (mean = 27.23 years, SD = 8.1).

Previous researchers indicated possible problems with the factor structure of the instruments used to measure Kolb's model. Exploratory factor analysis on the LSQ extracted only three (thinking, feeling, and doing) of Kolb's original four constructs. Items related to the fourth construct of Kolb's original model, watching, loaded on the latent factor of doing. Using LISREL to conduct the confirmatory factor analysis, the LSQ model with the latent factors of Think, Feel, and Do possessed good data-model fit, thus calling into question Kolb's original four construct learning style model.

Derived from a counseling framework, the HBI model had not been tested as a learning style instrument. Using LISREL for confirmatory factor analysis, the HBI with the latent variables of Thinking, Feeling, and Acting, demonstrated good data-model fit. The good data-model fit suggested that the structure of the HBI model was supported within a nursing context.

Combining the LSQ and HBI models, relationships were tested, using LISREL, between respective latent variables of the HBI (Thinking, Feeling, and Acting) and the LSQ (Think, Feel, and Do). Mixed messages on data-model fit indicated some possible model misspecification.

Since Kolb's proposed four construct model did not hold up during factor analysis, nursing educators should be skeptical about using this model to identify the learning styles of student nurses. Although the structure of the HBI model held up very well in confirmatory factor analysis, it cannot yet be used as a learning style instrument until further testing is conducted. From the results of the current study, the structure of the HBI model seems to fit the nursing context.
Notes: Source: Dissertation Abstracts International, Volume: 55-05, Section: A, page: 1247.

Thesis (PH.D.)--THE UNIVERSITY OF TOLEDO, 1994.

School code: 0232.