A DESCRIPTION OF THE INFLUENCE OF THE LEARNING ENVIRONMENT ON THE COGNITIVE DEVELOPMENT OF REGISTERED NURSE STUDENTS IN A BACCALAUREATE NURSING PROGRAM.
Contributors: University of Maryland, College Park.
Published: 1988
Number of pages: 384
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.
Description: The question this study addressed was: What is the influence of the learning environment on the cognitive development of RNs enrolled in their first undergraduate nursing course. The study population consisted of 23 RN students who were divided into two groups. For Group A, course emphasis was on intellectual development and content mastery. Group B was taught in a more traditional format.

The learning environment in Group A included the use of the developmental instruction model designed by Knefelkamp (1974) and Widick (1975) and based on Perry's Scheme of intellectual and ethical development (1970). Variations in the degree of diversity, degree of structure, type of experiential learning, and the amount of personalism in the learning environment provided the sources of challenge and support to the students and formed the framework for development of teaching strategies.

The MID instrument, developed by Knefelkamp (1974) and Widick (1975), provided the means of assessment of students' positions on the Perry Scheme and the amount of stage movement which occurred in both groups by the end of one semester.

Data concerning Group A responses to the learning environment were obtained from students' logs and the faculty-investigator's diary. Behaviors of students were translated into position-specific learner characteristics in specific areas of learning and knowledge. Findings indicated that Group A students demonstrated the learner characteristics described by Cornfeld and Knefelkamp (cited in Fitch & Culver, 1984). Students who demonstrated upward movement on the Perry Scheme also showed an increase in higher level learning characteristics in the areas of view of the role of the instructor, the student, and peers, and in primary intellectual tasks. Of the students in Group A, 33.0 percent showed upward stage movement on the Perry Scheme, as compared to 10.0 percent of the Group B students. Sources of challenge for Group A included: choosing from alternatives, demanding evidence to support opinions, considering multiple perspectives, and accepting responsibility for own learning. Sources of support came primarily through the positive feedback, support, and responses of the faculty-investigator.

It was concluded that the learning environment influenced the cognitive developmental level of RN students.
Notes: Source: Dissertation Abstracts International, Volume: 49-10, Section: A, page: 2913.

Thesis (ED.D.)--UNIVERSITY OF MARYLAND COLLEGE PARK, 1988.

School code: 0117.