LEARNING STYLES OF NURSING EDUCATION ADMINISTRATORS.
Contributors: University of Texas at Austin.
Published: 1988
Number of pages: 126
Subjects: Education, Administration.; Health Sciences, Nursing.
Description: This descriptive study sought to determine the learning styles of nursing education administrators and to analyze whether or not the identified style was related to job satisfaction. The relationship of particular learning styles with educational preparation and administrative experience was explored. This study sought to generate hypotheses for future research related to learning styles as they relate to professional development and achievement.

The sample consisted of 134 nursing education administrators, who were the chief academic administrators in National League of Nursing approved Baccalaureate and Higher-Degree Nursing Programs. A demographic profile indicated that most of the nursing education administrators were between the ages of 45-54 years and had a diploma of Baccalaureate Degree for their basic nursing education. Their Masters Degree was in either Medical-Surgical or Psychiatric Nursing and their area of study (highest degree) was primarily in Education, Administration or Educational Administration. For their highest degree, most had a doctorate in a field other than nursing. Most had been in their current position 6-10 years and had 6-10 years total administrative experience.

Approximately one half of the nursing education administrators in the study were identified as assimilators, while the remaining were either divergers, convergers or accommodators. The majority of nursing education administrators, irregardless of their learning style, were satisfied with their jobs. The relationship of preferred learning style to job satisfaction resulted in one item, "prestige inside the institution," statistically significant at the.01 level of confidence. Statistically significant relationships between preferred learning style and educational preparation and administrative experience were not found. Other factors should be considered when investigating the preferred learning styles of nursing education administrators.
Notes: Source: Dissertation Abstracts International, Volume: 49-06, Section: A, page: 1320.

Thesis (PH.D.)--THE UNIVERSITY OF TEXAS AT AUSTIN, 1988.

School code: 0227.