THE RELATIONSHIP OF HOULE'S MODES OF CONTINUING PROFESSIONAL LEARNING AND LEARNING SELF-DIRECTEDNESS IN PSYCHIATRIC NURSES (NURSING EDUCATION, HOULE CYRIL O. ).
Contributors: Boston College.
Published: 1992
Number of pages: 148
Subjects: Education, Adult and Continuing.; Health Sciences, Nursing.
Description: This study investigated the relationship between Houle's modes of continuing professional learning and self-direction in learning among psychiatric nurses. The sample was comprised of 101 full- and part-time staff nurses employed by three private psychiatric hospitals. Modes of continuing professional learning (Performance, Self-Instruction, Group-Instruction and Inquiry) were measured using the Job Activities Survey (JAS) developed by Bevis (1972) and modified by Cervero and Dimmock (1987) and Lebold (1987). The construct of self-direction in learning was measured using the Self-Directed Learning Readiness Scale developed by Guglielmino (1977). The frequency of educational activity was measured by the total JAS score and two self-report questions on a Demographic Data Questionnaire (DDQ). Influencing variables of educational degree, years of psychiatric and total nursing experience, full or part-time status, and age were also measured using the DDQ.

The psychiatric nurses demonstrated a significant preference for the Performance and Self-Instruction modes of learning. Those nurses who participated in high numbers of educational activities as measured by the DDQ did not differ in the modes of learning used from those nurses who participated in low numbers of educational activities. However, when frequency of educational activities was measured using the JAS, both groups scored very low in the Group Instruction mode of learning which may be related to changes in hospitals' financial support for continuing education since the JAS was developed. There was no correlation between self-direction in learning and either the modes of learning used or the frequency of learning activities, although a post hoc analysis did discover significant correlations when eliminating the nurses from one low-responding hospital (n = 8) from the sample.

This study demonstrated that there were no apparent differences in the modes of learning used between the psychiatric nurses and nurses in other specialties. The preference for learning activities other than group instruction was corroborated. In a cost-containment environment, nursing staff developers should offer learning opportunities which utilize the Performance, Inquiry and Self-Instruction modes of learning and integrate learning with the direct provision of patient care.
Notes: Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3085.

Thesis (PH.D.)--BOSTON COLLEGE, 1992.

School code: 0016.