Abstract

Student Registered Nurse Anesthetists (SRNAs) obtain a large portion of their required education within the clinical setting. Research suggests that learning preferences may change with exposure to certain situations, such as clinical experience. Clinical preceptors may be better prepared to educate when they know an SRNAs learning preference. Data on 22 SRNAs was collected using the Multiple Intelligences (MI) Talent Key Assessment, which scores students in seven areas to determine learning preferences. Mean scores of each intelligence were calculated for SRNAs without clinical experience (pre-clinical) and when they had at least six months of clinical experience (post-clinical), then compared using a two-tailed paired t-test. The dominant intelligence of each student was determined and the frequency distribution was analyzed and compared to that of the general population using a chi-square test. There was no significant difference between individual students' pre-clinical and post-clinical scores. Compared to the general population, there were significantly more post-clinical SRNAs with the dominant intelligence of Math/Logic and pre-clinical and post-clinical SRNAs with the dominant intelligence of Bodily/Kinesthetic and Intrapersonal. Knowing the most common learning preferences among SRNAs during their didactic and clinical phases of education allows educators to alter their education style to more effectively educate SRNAs.

Author Details

Brittney L. Schmitt, DNAP, CRNA

Sigma Membership

Non-member

Type

DNP Capstone Project

Format Type

Text-based Document

Study Design/Type

Descriptive/Correlational

Research Approach

Translational Research/Evidence-based Practice

Keywords:

Student Registered Nurse Anesthetists, Nursing Education, Learning Styles, Learning Preferences

Advisor

Chandler, Holly

Degree

Doctoral-Other

Degree Grantor

Bryan College of Health Sciences

Degree Year

2021

Rights Holder

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Review Type

Faculty Approved: Degree-based Submission

Acquisition

Proxy-submission

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