STUDENTS' USE OF SELECTED LEARNING STRATEGIES AND ACHIEVEMENT IN NURSING EDUCATION.
Contributors: Bowling Green State University.
Published: 1990
Number of pages: 116
Subjects: Health Sciences, Nursing.; Health Sciences, Education.; Education, Higher.
Description: A cross-sectional survey of 275 nursing students' use of learning strategies to cognitively process information for storage and later recall was conducted at a midwestern technical college. The purposes of the study were to identify: (a) whether students who used a specific learning strategy reached a higher level of academic and/or clinical achievement than did students who used other strategies; (b) whether students developed a dominant learning strategy as they progressed through the two-year curriculum; and (c) whether nontraditional students used a different dominant learning strategy than traditional students used.

Learning strategies associated with the deep-shallow processing continuum were assessed using the Inventory of Learning Processes. The Inventory had four scales: deep processing, elaborative processing, fact retention, and methodical study. The subject's overall college GPA served as a measure of academic achievement, and an instructor's rating of clinical performance served as a measure of clinical achievement. The data was analyzed using t-tests and a one-way analysis of variance as tests of significance.

The findings did not indicate development of a dominant learning strategy by students as they progressed through the curriculum, but did reveal that students who used deep processing achieved academically at a higher level. However, use of shallow processing did not prevent students from completing the curriculum. None of the four learning strategies were related to clinical achievement, nor were there significant differences between traditional and nontraditional students' use of learning strategies.
Notes: Source: Dissertation Abstracts International, Volume: 52-03, Section: B, page: 1349.

Thesis (PH.D.)--BOWLING GREEN STATE UNIVERSITY, 1990.

School code: 0018.