USE OF AN INDIVIDUALIZED LEARNING PACKAGE IN BACCALAUREATE NURSING EDUCATION.
Contributors: University of Kansas.
Published: 1987
Number of pages: 120
Subjects: Education, Higher.; Health Sciences, Nursing.
Description: The major purpose of this experimental study was to compare the performance on a written post test of two groups of senior baccalaureate nursing students, one of whom learned content on post-partum nursing care through the use of traditional instructional methods (control group) and the other through use of an individualized learning package (experimental group). Secondary purposes were to compare these same two groups for state anxiety levels, time expended to complete learning activities, and satisfaction with the learning used.

All 59 subjects completed a written post test on postpartum nursing assessment after completing either the traditional learning activities or the individualized learning package. In addition, all subjects completed a Demographic Data Questionnaire, a record of time expended in learning activities, and a Likert scale to measure satisfaction with the learning method. All subjects completed the Spielberger State-Trait Anxiety Inventory on the first day of class and again just prior to the first patient care experience.

Analysis of Covariance was used to compare post test scores and time expended in completing learning activities using student grade point averages as the covariate. Analysis of Covariance for repeated measures was used for analysis of state anxiety scores using trait anxiety as the covariate. Satisfaction with the learning method used was compared using the t -test for the analysis of the Likert scores.

Data analysis revealed that the experimental group scored significantly higher (p =.0009) on the post test than did the control group. The mean time expended by subjects in the experimental group was significantly less (p =.0447) than the time expended by those in the control group. Faculty mean time expended was significantly less with the experimental group (p =.0024). There was no significant difference between groups for state anxiety scores or satisfaction with the learning method used.

This study provided quantitative data which supported the effectiveness of the individualized learning package in meeting the learning needs of students while resulting in a savings of both student and faculty time. No significant support was found for the position that students using learning packages would experience less anxiety about tasks or like the learning method more than traditional methods.
Notes: Source: Dissertation Abstracts International, Volume: 48-10, Section: A, page: 2551.

Thesis (ED.D.)--UNIVERSITY OF KANSAS, 1987.

School code: 0099.