NURSE EDUCATOR AND NURSING STUDENT LEARNING STYLE MATCH AND ITS EFFECT ON THE PROBLEM-SOLVING ABILITY OF THE NURSING STUDENT.
Contributors: University of North Texas.
Published: 1986
Number of pages: 138
Subjects: Education, Adult and Continuing.; Health Sciences, Nursing.
Description: This investigation concerned the effect of nurse educator/nursing student learning style match on the latter's problem solving ability. Problem solving ability was defined as the processes of finding facts, problems, ideas, solutions and their acceptance in other than past experience, tradition and habit.

The underlying conceptual framework was Kolb's holistic model of experiential learning which combines experience, perception, cognition and behavior. The model has vertical and horizontal axes resulting in four quadrants or kinds of learners: diverger, assimilator, converger and accommodator. Instruments used were Kolb's Learning Style Inventory and Gover's Nursing Performance Simulation Instrument.

Two alternative hypotheses were tested from a randomly selected sample of the three types of accredited nursing education programs in the thirteen state Southern Regional Educational Board area. Directors of accredited programs had a choice of participating. Forty-one nurse educators and 611 nursing students comprised the sample. Assimilator and diverger ranked 1-2 as predominant learning styles of both groups.

One alternative hypothesis, not supported, assumed converger learning style most likely. No statistically significant difference was found to occur in nursing students with converger learning styles on their problem solving ability. The other hypothesis, not supported, concerned the effect of a match of nurse educator/nursing student learning style on the latter's problem solving ability. Similarity of nurse educators' and nursing students' learning style was concluded.

Recommendations included investigation of the effect of nonmatch of nurse educator/nursing student learning style on problem solving ability and replication of the methodology with teachers and students in other disciplines. Significance lies in finding that in one profession, nursing, teacher/student learning style match does not appear to affect the latter's attaining high scores as problem solvers as measured by a tested instrument. A holistic learner suggests a wholeness to learning that may make difficult determining the association of specific skills in problem solving even though their identification is possible.
Notes: Source: Dissertation Abstracts International, Volume: 48-04, Section: A, page: 0808.

Thesis (PH.D.)--UNIVERSITY OF NORTH TEXAS, 1986.

School code: 0158.