THE RELATIONSHIP OF LEARNING STYLE PREFERENCES AND PERCEPTIONS OF COLLEGE CLIMATE AND PERFORMANCE ON THE NATIONAL COUNCIL LICENSURE EXAMINATION FOR REGISTERED NURSES IN ASSOCIATE DEGREE NURSING PROGRAMS (NURSING STUDENTS).
Contributors: University of Georgia.
Published: 1991
Number of pages: 159
Subjects: Education, Adult and Continuing.; Health Sciences, Nursing.; Education, Tests and Measurements.
Description: The purpose of this study was to examine the relationship among students' learning style preferences, using the Productivity Evironmental Preference Survey (PEPS), their perception of college climate, using the College Characteristics Index-Short Form (CCI-SF), and the National Council Licensure Examination for Registered Nurses (NCLEX-RN).

The sample consisted of 158 senior nursing students eligible to take the NCLEX-RN. Adult learners, Licensed Practical Nurses (LPNs), and traditional learners participated in the study.

Differences among the groups on the PEPS were that the adult learners preferred nutritious food breaks and beverages at their desks, the LPNs preferred a warmer classroom, and the traditional learners preferred to be self-paced and to design creative activities.

The CCI-SF did not document differences in perception of the college climate among the learners.

Students who prefer to work closely with faculty are more likely to be successful than those who prefer to design self-paced activities. In addition, adult learners who take courses in the morning or evening and LPNs who work with models are challenged and take frequent nutrition breaks; and traditional learners who have background noise may score higher on the NCLEX-RN.

Adult and traditional learners who perceive the college climate as practical and highly structured, focused on community responsibilities, social consciousness, may receive lower scores on the NCLEX-RN. LPNs were not significantly affected by the college climate.

Predictors in the present study were not useful in forecasting higher NCLEX-RN scores for adult learners. LPNs are likely to score higher if they learn by working with manipulative materials and models, if they are challenged, and if they have nutritious food breaks. Traditional learners are likely to score higher if they work closely with instructors, use manipulative materials, work in a non-authoritian climate, are treated as adults, and work in supportive group activities.

The implications include the need for further study with a larger sample size, using the CCI long form, investigation of support systems for adult learners and traditional learners, and the need to design and implement an experimental study using some of the learning style preferences as independent variables.
Notes: Source: Dissertation Abstracts International, Volume: 52-06, Section: A, page: 1985.

Thesis (ED.D.)--UNIVERSITY OF GEORGIA, 1991.

School code: 0077.