Differences in preferred teaching strategies: A quantitative study of nursing student perspectives
Kaela L. Appleman, PhD, RN, CPN, CPPS
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The preparation of nursing students to meet the demands of the nursing profession remains the goal of academic institutions worldwide. The most productive methods of preparation, including specific teaching strategies to attain that goal, have long been debated. This quantitative, nonexperimental study included an investigation of the most preferred teaching strategies among baccalaureate degree nursing (BSN) students in an effort to support thedevelopment of best practice recommendations for meeting the andragogical needs of adult learners and aid in the preparation of effective nurses who practice safely. The results of the study showed that BSN students most prefer hands-on, simulation-based teaching strategies and least prefer conceptmapping as a primary teaching strategy. The results of the study also indicated that the only differences in preferred teaching strategies among BSN students were in relation to academic year, most specifically differences between junior and freshman academic years. With regard to correlations between learning styles and preferred teaching strategies, the results of the study found significant correlations between BSN students’ self-identified learning styles and their preferred teaching strategies. The results of the study indicated that nursing educators should implement hands-on, learner-centered teaching strategies in an attempt to meet the learning needs of BSN students. Finally, the implications of the study support the use of students’ dominant learning styles to drive the choice of teaching strategies in the academic setting.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10240555; ProQuest document ID: 1854165257. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
|Review Type||None: Degree-based Submission|
|Research Approach||Quantitative Research|
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