Abstract

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 the development 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 concept mapping 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.

Description

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.

Author Details

Kaela L. Appleman, PhD, RN, CPN, CPPS

Sigma Membership

Non-member

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Non-Experimental

Research Approach

Quantitative Research

Keywords:

Simulation-Based Teaching, Teaching Strategies, Nursing Students, Nursing Education

Advisor

Camille Payne

Second Advisor

JoBeth Pilcher

Third Advisor

Cynthia Howell

Degree

PhD

Degree Grantor

Capella University

Degree Year

2016

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2022-04-27

Full Text of Presentation

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