THE EFFECTS OF TRAINING ON SELECTED SELF-MANAGEMENT TECHNIQUES AND THE GENERALIZATION AND MAINTENANCE OF INTERPERSONAL SKILLS TRAINING FOR REGISTERED NURSE STUDENTS (SELF-EVALUATION, SELF-MONITORING, SELF-REWARD, POST-WORKSHOP PRACTICE).
Contributors: University of Arkansas (Fayetteville campus)
Published: 1986
Number of pages: 125
Subjects: Education, Adult and Continuing.
Description: Purpose. The purpose of this study was to evaluate the effectiveness of training on selected self-management techniques and the generalization and maintenance of basic interpersonal skills learned in a short-term workshop for registered nurse students.

Procedure. A three-step evaluation process was initiated to determine the training's impact on student cognitive development, attitudinal reaction, and behavior change. The research design utilized was the classical design of research referred to as the pre-test, post-test control group design.

The subjects in the study were registered nurse students who were systematically assigned to an experimental group (N = 12) or a control group (N = 12). The experimental group received training in interpersonal skills and self-management techniques. The control group received only interpersonal skills training.

The independent variable was self-management training designed to facilitate the transfer and maintenance of interpersonal skills. The focus of the training was on self-directed learning with emphasis on continued practice, self-monitoring, self-evaluation, and self-reinforcement.

The dependent variables within the three-step evaluation process were cognitive learning, attitudinal reaction, and behavior change. Pre and post data were collected within the cognitive, affective, and the behavior change areas. Tape raters were employed and paired raters were used, resulting in high reliability.

Results. The data were analyzed to test a total of five hypotheses which stated that students receiving self-management training would experience a significant difference in their cognitive development, attitudinal reaction, and in vivo performance compared to students who did not receive self-management training.

The results suggest that both groups maintained their knowledge of the basic interpersonal skills concepts and principles equally well. The data also indicate that participants receiving self-management training demonstrate maintenance of a positive attitude toward the use of interpersonal skills. Generalization of interpersonal skills across settings was not supported by the data. Maintenance of interpersonal skills levels over time was noted in students receiving self-management training.
Notes: Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1570.

Thesis (ED.D.)--UNIVERSITY OF ARKANSAS, 1986.

School code: 0011.