Learning Styles of Students and Faculty in Selected Health Care Professions

Self-directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID-19 pandemic

OBJECTIVE

The emergence of the COVID-19 pandemic compelled many academic institutions to resort to distance learning and online education, requiring a higher degree of student self-direction and motivation to learn. This study explored self-directed learning (SDL) readiness among nursing students in Oman, their learning styles (LS), and the association of demographic variables and LS with SDL.

METHODS

The study, which followed a descriptive, cross-sectional design, surveyed 236 Omani nursing students via an online questionnaire containing two standardized scales: the Self-Directed Learning Readiness Scale for Nursing Education and the Learning Style Scales.

RESULTS

Nursing students were identified as having a low level of SDL (mean = 149.58). Probation status (β = -0.165; p = 0.021) was negatively associated with SDL. In terms of LS, solitary (β = 0.217; p = 0.001), competitive (β = 0.201; p = 0.005), imaginative (β = 0.19; p = 0.012), and perceptive LS (β = 0.437; p = 0.0) were positively associated with SDL. An analytical LS was negatively associated with SDL (β = -0.155; p = 0.022).

CONCLUSION

Academic probation status and an analytical LS both yielded lower SDL scores. Perceptive, solitary, competitive, or imaginative learners tended to have higher SDL scores. Deliberate planning and strategies are necessary to help probation students cope with academic demands, especially with the advent of intensified digital education. Because no single learning environment can fulfill the needs of every LS, nurse educators must implement SDL-aimed teaching and learning strategies that appeal to a variety of learners.

The Sandwich principle: assessing the didactic effect in lectures on "cleft lips and palates"

BACKGROUND

A teaching concept, that takes individual learning and personal belongings into account, is called the "sandwich principle." This didactic method is an educational concept that alternates consecutively between individual and collective learning phases during a course. This study aimed to prove whether the application of the sandwich principle in lectures increases the learning outcome compared with classical lectures.

METHODS

All participants (n = 64) were randomly allocated into two groups. One group attended a classical face-to-face lecture and the other attended a lecture that was modified according to the sandwich principle, including activating elements. To compare knowledge gain after the lectures, all the participants had to answer a test comprising40 single-choice questions. In addition, the lectures were evaluated.

RESULTS

Students attending the sandwich lecture had significantly better scores in the test than those who attending the classical lecture (p <  0.001). The mean test score of the sandwich group was 63.9% [standard deviation (SD) = 10] points and of the control group 50.2% (SD = 13.7 points). Overall, both the class conditions showed good evaluation results; however, students of the sandwich lecture were more satisfied with the lecture format compared with the other group.

CONCLUSION

Our study results confirm the thesis that the application of the sandwich principle in lectures increases the learning outcome compared with classical lectures. Even with a big audience, the sandwich design presents a concept that helps maintain high attention levels and addresses individual learning styles.

Learning styles of physiotherapists: a systematic scoping review

BACKGROUND

Understanding students' learning styles, and modifying teaching styles and material accordingly, is an essential to delivering quality education. Knowing more about the learning styles of physiotherapy learners will assist educators' planning and delivering of learning activities. The purpose of this scoping review was to explore what is published about physiotherapy learning styles.

METHODS

An adapted Arksey and O'Malley framework was applied to undertake this systematic scoping review. Nine electronic databases (CINAHL, BIOMED CENTRAL, Cochrane, Web of Science, PROQUEST, PubMed, OTseeker, Scopus, ERIC) were searched using the keywords: 'learning styles' and 'physiotherapy'. English-language, primary research articles that investigated physiotherapy learners' learning styles were sought.

RESULTS

Of 396 potentially-relevant articles, 15 were included in this review. The studies mostly reflected undergraduate students (910 undergraduates, 361 postgraduates, 23 professionals), in developed countries. Nine articles used the Kolb's experiential learning theory (ELT); one study applied Honey and Mumford's approach; two studies used the Gregorc model of cognition and three studies did not specify an underlying theory. Outcome measures included different versions of Kolb's Learning Style Inventory, the visual-aural-read/write-kinesthetic questionnaire, Gregorc style delineator, Felder Silverman's Index of Learning Survey, and Honey and Mumford's Learning Style Questionnaire. The preferred physiotherapy learning styles, according to the ELT, seem to be Converger (learns "hands-on" and applying previously attained knowledge) and Assimilator (gathers and organises information to make the most sense).

CONCLUSIONS

Both physiotherapy learners and physiotherapists have specific learning styles of active participation, underpinned with practical examples of theoretical concepts. More research is needed in developing countries, and on postgraduate and professional physiotherapy learners' learning styles. Also, further research should focus on defining and describing physiotherapy learning styles in a way to be used as an industry standard; and developing valid and reliable learning style outcome measures applicable across physiotherapy learners and settings.

The relationship between learning styles and academic performance in TURKISH physiotherapy students

BACKGROUND

Learning style refers to the unique ways an individual processes and retains new information and skills. In this study, we aimed to identify the learning styles of Turkish physiotherapy students and investigate the relationship between academic performance and learning style subscale scores in order to determine whether the learning styles of physiotherapy students could influence academic performance.

METHODS

The learning styles of 184 physiotherapy students were determined using the Grasha-Riechmann Student Learning Style Scales. Cumulative grade point average was accepted as a measure of academic performance. The Kruskal-Wallis test was conducted to compare academic performance among the six learning style groups (Independent, Dependent, Competitive, Collaborative, Avoidant, and Participant).

RESULTS

The most common learning style was Collaborative (34.8%). Academic performance was negatively correlated with Avoidant score (p < 0.001, r = - 0.317) and positively correlated with Participant score (p < 0.001, r = 0.400). The academic performance of the Participant learning style group was significantly higher than that of all the other groups (p < 0.003).

CONCLUSIONS

Although Turkish physiotherapy students most commonly exhibited a Collaborative learning style, the Participant learning style was associated with significantly higher academic performance. Teaching strategies that encourage more participant-style learning may be effective in increasing academic performance among Turkish physiotherapy students.

Creation of a Dual-Purpose Collegiate Athlete Nutrition Advising Program and Educational Curriculum

The intent of this article is to describe the process of creating a dual-purpose athlete nutrition advising program at the collegiate level. The first goal was to help student athletes enhance their performance through optimal fuel and hydration. The second goal was to provide experiential learning for nutrition students. This program provided a platform for nutrition students to gain hands-on experience assessing, monitoring, and educating athletes in relation to nutrition for performance. The implication for practice is based on recent growth and increased interest in the performance nutrition field that drives the need for more formal training programs.

Explaining variance in self-directed learning readiness of first year students in health professional programs

BACKGROUND

Self-directed learning (SDL) is expected of health science graduates; it is thus a learning outcome in many pre-certification programs. Previous research identified age, gender, discipline and prior education as associated with variations in students' self-directed learning readiness (SDLR). Studies in other fields also propose personality as influential.

METHOD

This study investigated relationships between SDLR and age, gender, discipline, previous education, and personality traits. The Self-Directed Learning Readiness Scale and the 50-item 'big five' personality trait inventory were administered to 584 first-year undergraduate students (n = 312 female) enrolled in a first-session undergraduate interprofessional health sciences subject.

RESULTS

Students were from health promotion, health services management, therapeutic recreation, sports and exercise science, occupational therapy, physiotherapy, and podiatry. Four hundred and seven responses (n = 230 females) were complete. SDLR was significantly higher in females and students in occupational therapy and physiotherapy. SDLR increased with age and higher levels of previous education. It was also significantly associated with 'big five' personality trait scores. Regression analysis revealed 52.9% of variance was accounted for by personality factors, discipline and prior experience of tertiary education.

CONCLUSION

Demographic, discipline and personality factors are associated with SDLR in the first year of study. Teachers need to be alert to individual student variation in SDLR.

Factors related to self-directed learning readiness of students in health professional programs: A scoping review

BACKGROUND

Academic and professional drivers have stimulated interest in self-directed learning of students in pre-certification health professional programs. Particular attention has focussed on factors which may influence a students' readiness for self-directed learning.

METHOD

A five stage structured scoping review of published literature was conducted to identify measures of self-directed learning readiness used with students in pre-certification health professional programs and those factors that have been investigated as potential determinants. Relevant articles were identified in six databases using key search terms and a search strategy. Two independent reviewers used criteria to cull irrelevant sources. Articles which met eligibility criteria were charted.

RESULTS

The final analysis included 49 articles conducted in nursing, medicine, physiotherapy, pharmacy, occupational therapy and dentistry cohorts. Twenty-one potential determinants had been investigated with gender, year level, age program delivery and previous education level the most common. Self-directed learning readiness has been of interest globally, mostly in medicine and nursing, and studies have nearly exclusively used one of two instruments.

CONCLUSION

There is nascent evidence that age, year level and previous education level may have positive influence. These factors have in common the passing of time and may in fact be proxy for more encompassing developmental or social constructs. Further research is needed particularly in the allied health professions where there is limited research in very few disciplines. Studies in interprofessional contexts may be an efficient approach to increasing the knowledge base. Further work is also warranted to determine appropriate use of the two instruments across the range of health disciplines.

A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems

BACKGROUND

The study process is related to students' learning approaches and styles. Motivation resources and problems determine students' internal, external, and negative motivation. Analyzing the study process and motivation of students yields important indications about the nature of educational systems in higher education.

OBJECTIVES

This study aims to analyze the relationship between the study process, and motivation resources and problems with regard to nursing students in different educational systems in Turkey and to reveal their effects according to a set of variables.

DESIGN

This is a descriptive, cross-sectional and correlational study.

SETTINGS

Traditional, integrated and problem-based learning (PBL) educational programs for nurses involving students from three nursing schools in Turkey.

PARTICIPANTS

Nursing students (n=330).

METHODS

The data were collected using the Study Process Questionnaire (R-SPQ-2F) and the Motivation Resources and Problems (MRP) Scale.

RESULTS

A statistically significant difference was found between the scores on the study process scale, and motivation resources and problems scale among the educational systems. This study determined that the mean scores of students in the PBL system on learning approaches, intrinsic motivation and negative motivation were higher. A positive significant correlation was found between the scales.

CONCLUSIONS

The study process, and motivation resources and problems were found to be affected by the educational system. This study determined that the PBL educational system more effectively increases students' intrinsic motivation and helps them to acquire learning skills.

Association between learning style preferences and anatomy assessment outcomes in graduate-entry and undergraduate medical students

An improved understanding of the relationship between anatomy learning performance and approaches to learning can lead to the development of a more tailored approach to delivering anatomy teaching to medical students. This study investigated the relationship between learning style preferences, as measured by Visual, Aural, Read/write, and Kinesthetic (VARK) inventory style questionnaire and Honey and Mumford's learning style questionnaire (LSQ), and anatomy and clinical skills assessment performance at an Irish medical school. Additionally, mode of entry to medical school [undergraduate/direct-entry (DEM) vs. graduate-entry (GEM)], was examined in relation to individual learning style, and assessment results. The VARK and LSQ were distributed to first and second year DEM, and first year GEM students. DEM students achieved higher clinical skills marks than GEM students, but anatomy marks did not differ between each group. Several LSQ style preferences were shown to be weakly correlated with anatomy assessment performance in a program- and year-specific manner. Specifically, the "Activist" style was negatively correlated with anatomy scores in DEM Year 2 students (rs = -0.45, P = 0.002). The "Theorist" style demonstrated a weak correlation with anatomy performance in DEM Year 2 (rs = 0.18, P = 0.003). Regression analysis revealed that, among the LSQ styles, the "Activist" was associated with poorer anatomy assessment performance (P < 0.05), while improved scores were associated with students who scored highly on the VARK "Aural" modality (P < 0.05). These data support the contention that individual student learning styles contribute little to variation in academic performance in medical students. Anat Sci Educ 9: 391-399. © 2016 American Association of Anatomists.

Facilitated Versus Self-guided Training of Non-ophthalmologists for Grading Pre-plus and Plus Disease Using Fundus Images for Retinopathy of Prematurity Screening

PURPOSE

Retinopathy of prematurity (ROP) is an important cause of preventable blindness; barriers to screening necessitate novel approaches. Although trained non-ophthalmologists can accurately grade retinal images for ROP, effective training protocols are not established. This study compares the effectiveness of facilitated versus self-guided training of non-ophthalmologists for grading retinal images for pre-plus or plus disease in ROP.

METHODS

Forty-eight undergraduate and graduate students were trained to grade retinal images for the presence of pre-plus or plus disease. Students were randomly assigned to one of two training protocols. Both used identical electronic slideshows: one was guided by an in-person facilitator and the other was self-guided. After completing their respective training, students proficient in grading pre-plus and plus disease graded images in a telemedicine screening scenario. Accuracy of grading was compared to the reference standard of clinical examination.

RESULTS

Eighty-three percent (40 of 48) of trained students (91% in the facilitated vs 77% in the self-guided group, P = .26) were proficient and qualified to grade the ROP telemedicine screening scenario. Median accuracy for grading normal, pre-plus, or plus disease was 69% (70% in the facilitated vs 68% in the self-guided group, P = .91). When considering the designation of pre-plus or plus disease by graders as a screening test for detecting plus disease (confirmed on clinical examination), the median sensitivity and specificity of all students were 95% and 64%, respectively.

CONCLUSIONS

Both facilitated and self-guided teaching protocols yielded similar performance in ROP image grading for pre-plus or plus disease. Self-guided training protocols may be adequate to train non-ophthalmologists to grade retinal images for pre-plus and plus disease with high sensitivity. [J Pediatr Ophthalmol Strabismus. 2016;53(3):179-185.].

Self-directed learning readiness and learning styles among Saudi undergraduate nursing students

BACKGROUND

Self-directed learning has become a focus for nursing education in the past few decades due to the complexity and changes in nursing profession development. On the other hand, the Kolb's learning style could identify student's preference for perceiving and processing information.

OBJECTIVES

This study was performed to determine Saudi nursing students' readiness for self-directed learning; to identify their learning styles and to find out the relation between these two concepts.

DESIGN

Cross-sectional descriptive study.

SETTINGS

Nursing department of faculty of Applied Medical Sciences, Al-Jouf University, Saudi Arabia.

PARTICIPANTS

Two hundred and seventy-five undergraduate Saudi nursing students.

METHODS

Data was collected using self-administered questionnaires covering the demographic features of students, Fisher's self-directed learning readiness (SDLR) scale, and the Kolb's learning styles inventory.

RESULTS

The mean scores of self-management, desire for learning, self-control and the overall SDLR were 51.3 ± 5.9, 48.4 ± 5.5, 59.9 ± 6.7, and 159.6 ± 13.8; respectively. About 77% (211) of students have high level of SDLR. The percentages of converger, diverger, assimilator and accommodator learning styles are 35.6%, 25.8%, 25.55% and 13.1%; respectively. The mean score of self-management, desire for learning, self-control and overall SDLR scale did not vary with any of the studied variables. There is no association between the level of SDLR and the learning styles.

CONCLUSIONS

The high level of SDLR and the dominant converger learning style among undergraduate nursing students will have a positive implication for their education and post-employment continuing nursing education.

The effect of self-directed learning abilities of student nurses on success in Turkey

SDL-self-directed learning is a learning method used increasingly in adult education. This study was carried out as an instructive effort to examine the effects of SDL on the success of students from nursing school. The sample of this study was composed of 220 students attending in Nursing School of Dokuz Eyül University during the fall semester of 2006. SDL scale including 40 questions was used to obtain the data. Kocaman et al. verified and validated the reliability of scale in Turkey. The data was evaluated by using Pearson correlation analysis. As a result of research, a positive meaningful average relation was found between the points of SDL and success of the students. (p<0.01, r: .60).

Comparison of learning styles of pharmacy students and faculty members

OBJECTIVES

To compare dominant learning styles of pharmacy students and faculty members and between faculty members in different tracks.

METHODS

Gregorc Style Delineator (GSD) and Zubin's Pharmacists' Inventory of Learning Styles (PILS) were administered to students and faculty members at an urban, Midwestern college of pharmacy.

RESULTS

Based on responses from 299 students (classes of 2008, 2009, and 2010) and 59 faculty members, GSD styles were concrete sequential (48%), abstract sequential (18%), abstract random (13%), concrete random (13%), and multimodal (8%). With PILS, dominant styles were assimilator (47%) and converger (30%). There were no significant differences between faculty members and student learning styles nor across pharmacy student class years (p>0.05). Learning styles differed between men and women across both instruments (p<0.01), and between faculty members in tenure and clinical tracks for the GSD styles (p=0.01).

CONCLUSION

Learning styles differed among respondents based on gender and faculty track.

Profiling physiotherapy student preferred learning styles within a clinical education context

OBJECTIVES

This study investigated the preferred learning styles, related to clinical education of a cohort of final year physiotherapy students.

DESIGN

A cross sectional observation study using a questionnaire survey.

SETTING

Undergraduate physiotherapy program at James Cook University, Townsville, Queensland.

PARTICIPANTS

48 final year physiotherapy students representing 89% of the total cohort (48/54).

INTERVENTIONS

Survey questionnaire using Kolb's Learning Style Inventory (Version 3.1).

RESULTS

The preferred learning styles were spread uniformly across the three learning styles of Converging, Assimilating and Accommodating, with the least preferred method of learning style the Diverging style. This suggests that in the clinical environment this student cohort are least likely to prefer to develop their learning from actually experiencing the scenario i.e. in front of a real life patient (concrete experience), and were more likely prefer this learning to come from a theoretical perspective, allowing them to consider the problem/scenario before experiencing it. When transforming this experience into knowledge, they prefer to use it on a 'real life' patient (active experimentation).

CONCLUSION

Whilst understanding learning styles have been promoted as a means of improving the learning process, there remains a lack of high level evidence. The findings of this study reinforce those of other studies into the learning styles of physiotherapy students suggesting that physiotherapy students share common learning style profiles.

Self-directed learning competence assessment within different healthcare professionals and amongst students in Italy

In the last few years the significance of life-long learning skills has been greatly realised with regard to adult learning, which is based on self-motivation, engagement in learning and making full use of a person's resources. In this context, it is paramount that healthcare professionals take responsibility for their profession by being innovative, creative and flexible to change in order to facilitate the adaptation process and encourage responsiveness to change. The main principles can be summarized as lifelong learning, which are strictly linked to self-directed learning. The aims of this study were to describe (a) the self-directed learning competence of nurses (registered nurse, RN) and radiologist technicians (RT); (b) the self-directed learning competence of RN and RT students before their graduation. A comparative cross-sectional study approach was adopted; a consecutive sample of RNs and RTs attending continuing education seminars, workshops and other initiatives from 2009 to 2010 were considered for this study. Moreover, all nursing and radiology technicians students about to graduate in the same course and studying in the same region were included. The self-rating scale of self-directed learning (SRSSDL) was used to collect data for the purpose of the study. Eight hundred and forty-seven participants were involved (453 RNs, 141 RTs, 182 RN students and 68 RT students) who obtained an average SRSSDL score of 224.7 (±25.0). RNs and RTs got on average a medium-high score (229.1 ± 22.9 and 219.6 ± 29.2, respectively) and the majority of them (63.8-51.1%) reached a high level of self-directed learning. In order to promote tailored continuing education programs and interprofessional continuing education strategies, and identify the support to offer to healthcare workers according to their needs, educators should be aware of their self-directed learning skills. Therefore, individuals with high competence should adopt different strategies from those who have limited skills. Reflecting on self-directed learning competence of students before their graduation incorporates self-directed learning into the professional continuum and clarifies the University's contribution in developing this important skill.

Undergraduate nursing students' learning styles: a longitudinal study

This paper reports on the main findings of a longitudinal study of the learning styles of one cohort of undergraduate pre-registration nursing students at an Irish university. The Honey and Mumford (2000a) Learning Styles Questionnaire was administered to a sample of students in their first (n=202) and final year of study (n=166), the final sample number (58) was based on matched pairs. The most common dominant learning style in first year was the dual learning category (35%) while a large proportion of the students (53%) in their final year had no dominant learning style. The preferred learning style of students in their first (69%) and final (57%) year was reflector. Learning styles were significantly different at the two time points and there was a significant relationship between some learning styles and students' age but not with academic achievement. Total scores of all learning styles showed significant improvements across the two time points of the study. An important implication for nurse education practice is the need for nurse educators to be aware of students' learning styles and in an attempt to maximise students' learning potential, utilise a range of teaching and learning methodologies and assessments that develop all learning styles.

Do pediatric residents prefer interactive learning? Educational challenges in the duty hours era

BACKGROUND

The volume of information that physicians must learn is increasing; yet, trainee educational time is limited. Many experts propose using trainees' learning preferences to guide teaching. However, data regarding predominant learning preferences within pediatrics are limited.

AIM

Identify predominant learning preferences among pediatric residents in a Residency Training Program.

METHODS

The Visual-Aural-Read/Write-Kinesthetic (VARK) questionnaire and Kolb Learning Style Inventory (LSI) were administered anonymously to 50 pediatric residents.

RESULTS

Learning style assessments were completed by 50 pediatric residents. Residents were significantly more likely to be accommodating on the Kolb LSI, which is consistent with an interactive learning preference (p < 0.01); 30% demonstrated a multimodal preference on the Kolb LSI (Figure 1). VARK assessments demonstrated that 45 (90%) respondents were kinesthetic, which is also consistent with a significant preference for interactive learning (p < 0.01). Forty (80%) were found to be multimodal on the VARK (Figure 1). There was no association between learning preference and the residents' anticipated career choice or level of training.

CONCLUSIONS

The predominant learning preferences among a cohort of pediatric residents from a single training program were consistent with a preference for interactive learning, suggesting that some trainees may benefit from supplementation of educational curricula with additional interactive experiences. Continued investigation is needed in this area to assess the effectiveness of adapting teaching techniques to individual learning preferences.

Self-Rating Scale of Self-Directed Learning (SRSSDL): preliminary results from the Italian validation process

Self-directed learning is considered a key feature in the learning process. Despite the emerging debate regarding continuing education strategies and the effectiveness and pertinence of the learning needs of adult learners, little evidence is available on the measurement of the self-directed learning competence of nurses. The main aim of the study was to evaluate the validity and reliability of the Self-rating Scale of Self-directed Learning (SRSSDL) in an Italian sample of nurses. The forward—backward translation process of the original SRSSDL was adopted. Forty-one nurses were involved in the test—retest reliability. Internal consistency was evaluated in a convenience sample of 334 nurses working in Northeast Italy. The Italian version of the SRSSDL has demonstrated good reliability (Pearson coefficient 0.73) and internal consistency (Cronbach’s alpha coefficient 0.94). The SRSSDL was found to be a valid and reliable instrument in the Italian context. This study has implemented the external validity of the scale by its application to a different population and context in its first validation process.

Impact of Preceptor and Orientee Learning Styles on Satisfaction

This descriptive pilot study assessed the impact of learning style on satisfaction with orientation. Three learning style instruments were sent to all preceptors on inpatient units in two hospitals, and newly hired registered nurses and licensed practical nurses completed the same learning style instruments. Level of satisfaction with the orientation was used as the posttest measure. Matched t tests were compared to see whether the two groups had significant differences. Knowledge of the impact of learning styles on satisfaction can enhance the preceptor experience and perhaps increase retention.

Critical thinking and learning styles of students in conventional and accelerated programmes

AIM AND PURPOSE

To assess the difference between the predominant critical thinking disposition(s) and learning styles of nursing students in the conventional (Stream I) and the accelerated (Stream II) baccalaureate nursing education programmes. This study will be beneficial to students, faculty and institutions as it will help them to acquire better understanding of critical thinking potentials and learning styles of nurses, as well as the relationship between learning styles and critical thinking dispositions.

METHOD

This was a descriptive correlational study. The convenience sample consisted of 80 Stream I and 50 Stream II students. The following instruments were used for data collection: The Learning Styles Inventory of Kolb and the California Critical Thinking Dispositions Inventory of Facione and Facione. Descriptive and inferential statistics were used to analyse the data.

RESULTS

Overall, Stream II students were significantly more critical thinkers (P=0.000), inquisitive (P=0.000) and self-confident (P=0.002). The predominant learning styles of Streams I and II were the diverger and the converger, respectively, with no difference except in relation to their learning abilities, namely, concrete experience (P=0.017), in favour of Stream I. Further, the findings indicate a weak (range of r=0.209-0.328) though significant (range of P=0.017-0.000) correlation between learning abilities and various critical thinking dispositions.

The development of a computer-assisted curriculum in reproductive endocrinology and infertility for residents

OBJECTIVE This study was undertaken to determine the features of an effective computer-based residency curriculum in reproductive endocrinology and infertility.

STUDY DESIGN

A review of the literature to determine those features that have been used by training programs in medicine. Reproductive endocrinology and infertility division directors, current obstetrics and gynecology residents, and obstetrics and gynecology practitioners in the community were surveyed to evaluate critical subjects for study.

RESULTS

Programs most successful in using computers in training health care providers use a case-based approach that prioritizes important subjects. Areas of greatest importance to the 3 groups surveyed include infertility, dysfunctional uterine bleeding, and management of the climacteric, and several other areas were also deemed critical.

CONCLUSION

Benefits of computer-based learning include consistency, the ability to develop problem solving skills for life-long learning, and a self-paced approach, but its validity as a teaching tool will require rigorous appraisal.

The approaches to learning of support workers employed in the care home sector: an evaluation study

This study examined the approaches to learning of a cohort (n=76) of National Vocational Qualification (NVQ) Care Award candidates using the Approaches and Study Skills Inventory for Students. The NVQ candidates were support workers (SWs) (sometimes called care assistants) employed in United Kingdom (UK) care homes for older people. The aim was to identify SWs' approaches to learning and to determine whether or not a preparatory six-week College-based course had any impact on these approaches. The findings were encouraging. The course had a positive impact with a statistically significant increase in orientation towards a deep learning approach, which is associated with desirable learning outcomes as well as self-directed and lifelong learning skills. The UK government recognises that lifelong learning enables people to continually develop their talents, thereby enhancing local communities and contributing to a civilised, cohesive society. In a health care environment, adopting a deep approach is likely to be beneficial. Those who use evidence to inform practice, who are able to relate elements of what they are taught to their working experiences and who are able to adapt to meet new challenges, are more likely to enhance their practice and become more effective carers.

Personality type in occupational therapy students: implications for teaching and learning strategies

SUMMARY In this descriptive study, 130 occupational therapy students completed a widely-used personality inventory (the MBTI-M) as part of coursework in their first semester. The majority of students evinced a preference for seven out of the 16 possible personality types; one type was not selected by anyone. These findings closely resembled data from the 1970s on practicing occupational therapists. Common characteristics, such as a high premium on personal connectedness and a dependable working environment, have important implications for faculty. Implications for findings relate to adjusting instructional delivery methods to best match type and learning preferences for this population.

Effectiveness of an adult-learning, self-directed model compared with traditional lecture-based teaching methods in out-of-hospital training

Until recently, the U.S. Army Combat Medic School used a traditional teaching model with heavy emphasis on large group lectures. Skills were taught separately with minimal links to didactics.

OBJECTIVES

To evaluate whether the adult learning model improves student learning in terms of cognitive performance and perception of proficiency in military medic training.

METHODS

The study population was two sequential groups of randomly selected junior, enlisted, active duty soldiers with no prior formal emergency medical training who were enrolled in an experimental model of a U.S. Army Combat Medic School. The control population was a similar group of students enrolled in the traditional curriculum. Instructors were drawn from the same pool, with experimental group instructors receiving two weeks of training in adult-learning strategies. The study population was enrolled in the experimental program that emphasized the principles of adult learning, including small-group interactive approach, self-directed study, multimedia didactics, and intensive integrated practice of psychomotor skills. Instructors and students were also surveyed at the end of the course as to their confidence in performing four critical skills. The survey instrument used a five-point scale ranging from "strongly disagree" through "undecided" to "strongly agree." Proficiency for this survey was defined as the sum of the top two ratings of "agree" or "strongly agree" to questions regarding the particular skill. Both experimental and control programs lasted ten weeks and covered the same academic content and nonacademic (e.g., physical fitness) requirements, and the two groups of students had similar duty days. Evaluations included performance on internal and National Registry of Emergency Medical Technicians (NREMT) written examinations and other measures of academic and nonacademic performance.

RESULTS

One hundred fifty students (experimental n = 81, control n = 69) were enrolled in 1999-2000. The scores for internal course grade, NREMT written score, and NREMT written pass rate were, respectively, 86.3, 71.6, and 63% for the experimental group; and 85.8, 69.6, and 49% for the control group. The p-value was </= 0.05 for the comparison between internal course grade and NREMT written score, but p > 0.05 for the comparison between NREMT written pass rates. Students in both the adult-learning and traditional groups rated themselves high in proficiency, whereas instructors in the traditional group were generally much more modest in their rating of student proficiency than instructors of the adult-learning program.

CONCLUSIONS

In this study setting, an adult-learning model offers only a modest improvement in cognitive evaluation scores over traditional teaching when measured at the end of the course. Additionally, students in the traditional teaching model assess themselves as proficient more frequently than instructors, whereas instructor and student perception of proficiency more closely matched in the adult-learning model.

Self-directed learning in nurse education: a review of the literature

RATIONALE

Self-directed learning is essential in assisting nurses to meet the challenges presented in today's health care environment. Nurse educators have an important role to play in assisting nurses to acquire the skills for self-directed learning, and to do this they need to understand the concept of self-directed learning.

AIM

The aim of this review is to explore the concept of self-directed learning and its use in nurse education.

METHODS

A review of the literature was conducted using CINAHL, Medline and other databases and the keywords 'self-directed learning', 'student nurses', 'classroom', 'nursing education' and 'adult education'.

FINDINGS

The concept of self-directed learning is based on the principles of adult education and can take many different formats. Self-directed learning has many benefits. However, acquiring the necessary skills is dependent on a students' preference and readiness for self-directed learning and nurse educators' implementation of the concept. In implementing self-directed learning, nurse educators become facilitators of learning and require ongoing staff development. Not all students are self-directed and a variety of teaching methods should be used in curricula.

CONCLUSIONS

A consensus definition of the concept of lifelong learning does not exist, and students and teachers may have different perspectives on it. Mature students may be more self-directing than school-leavers, and learning styles and readiness to learn need to be assessed when judging the appropriateness of using self-directed learning approaches. However, there are many potential benefits, including increased confidence, autonomy, motivation and preparation for lifelong learning.

Health care implications and space allocation of research published in nursing journals

PURPOSE

To examine how research is disseminated through nursing journals and to examine characteristics of published research.

DESIGN

A cross-sectional descriptive survey was conducted with manuscripts from 78 nursing journals that publish research.

METHOD

The final issue for 1999 was examined. Pairs of independent raters content-analyzed all research manuscripts.

DISCUSSION

Research studies comprised 241 (42.9%) of the manuscripts and 51.4% of the journal space. Many empirical studies omitted validity and reliability. Few manuscripts reported the date for completion of data collection, and fewer than one third contained the length of time from acceptance to publication.

CONCLUSIONS

Enhanced instrumentation reporting, shorter time from data collection to publication, and an increase in journal space devoted to research might enable nurses to make more cutting-edge clinical decisions.

The value of experiential education in dietetics

A survey was sent to 2000 Registered Dietitians (RD) who passed the national registration exam between 1996 and 1999. RDs were asked to self-report their perceived value of professional preparation attained from four areas of dietetic education: didactic program, supervised practice, work experience, and continuing education. Five questions in the survey asked RDs to estimate the contribution of these four areas, in percentage, to their ability, confidence, knowledge, skills and competence as an RD. Analysis of the data included descriptive statistics and two-way correlation. The return rate for the survey was 45.0%. The dietetic internship consistently received the highest mean response for all five aspects of professional development. Knowledge (31.3%) was the highest contribution from the didactic program. The internship contributed the most to skill development (44.8%). Confidence (32.5%) was the greatest contribution from work experience, and knowledge (8.6%) from continuing education. When asked to indicate their first area of practice, 63.5% of the participants reported working in a clinical position, 19.2% reported community/public health, 13.8% reported other, 12.6% reported food service/management and 3.5% reported entrepreneurial/business. Participants' responses indicate that the internship is a critical aspect of dietetics education in order to develop ability, confidence, knowledge, skills, and competence to practice as an RD. However, each component of dietetic education contributed a unique aspect of professional development that is necessary in the preparation of an entry-level dietitian.

Development of a self-directed learning readiness scale for nursing education

Self-directed learning is a method of instruction used increasingly in adult education. A scale was developed in response to a need for a valid and reliable instrument to measure self-directed learning readiness. Such a scale will allow nurse educators to diagnose students' attitudes, abilities and personality characteristics, necessary for self-directed learning. This study was undertaken in two stages. In the first, the Delphi technique utilizing a panel of 11 nurse educator experts was used to assess the content and construct validity of a number of items perceived to reflect self-directed learning readiness. Each panel member was asked to independently rate the relevance of each item on a Likert scale. The second stage involved the administration of the questionnaire to a convenience sample of 201 undergraduate nursing students. The questionnaire was analysed using principal components factor analysis with varimax rotation, Chronbach's coefficient alpha, and item-to-total correlations to measure the scale's construct validity, internal consistency (reliability), and unidimensionality, respectively.The resulting self-directed learning readiness scale appears homogeneous and valid. The scale will assist nurse educators in the diagnosis of student learning needs, in order for the educator to implement teaching strategies that will best suit the students. Furthermore the development of this scale will provide valuable data for curriculum development.