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Preferences For Teaching Methods In A Baccalaureate

Nursing Program: How Second Degree & Traditional
Students Differ. Featured
Written by AcademicWritingTips.org

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It has been noted in several quarters that baccalaureate program planning should be
informed by a good understanding of how those students already possessing college
degrees learn. The questions that arise here include which methods are most effective
fro those students who are holders of previous degrees and the motivation this students
have towards BSN programs. In this text, for purposes of qualitative analysis, I take into
consideration the article “preferences for teaching methods in a baccalaureate nursing
program: How second degree & traditional students differ.”

Article critique

The article “Preferences for teaching methods in a baccalaureate nursing program: How
second degree & traditional students differ” is highly relevant as it is sourced from
current sources. According to Peck (2008), a study should sufficiently review the existing
literature so as to offer a balanced approach. The authors of this article review of
literature can be said to be sufficient and the various references are relevant as they are
current and they relate to the subject under consideration.

The research problem is stated in a clear and concise manner. The authors seek to know
whether when compared to traditional students, second degree students happen to be
differently motivated with regard to generic BSN programs. The authors also seek to find
out whether these students with previous degrees require or need methods of teaching
that are particularly different. The research problem as well as question are significant as
they avail a good argument. They can also be highly relevant to the general nursing
profession.

With regard to the research purpose, the authors study the methodologies that may be
preferred when it comes to teaching students with previous degrees in relation or in
comparison to the traditional students’ preferences with regard to a generic
baccalaureate program. It is extremely important to come up with academic programs
that are highly efficient and sound which are anchored on empirical evidence. This is in
the light of the prevailing trend where we are witnessing an increase in the accelerated
nursing programs.

When it comes to informed consent and ethical considerations, the cover letter as well as
the verbal description gave in a clear way the study’s importance, significance as well as
purpose and amongst these, there were directions on the study’s anonymous return.
Through verbal instructions as well as notes on the cover letter, it was made clear that
the survey’s return in itself was implied consent to participate in the study. With that in
mind, it is important to therefore note that participation in the study was largely
voluntary and subjects were not in any way pressured or coerced to participate in the
study. Also, the responses they gave were not skewed in any direction.

It might also be of importance to note that the authors got the necessary approval from
the relevant authorities to go ahead with the study. Permission in this case was obtained
from the institution’s Institutional Review Board. With regard to ethical considerations,
Brase (2007) notes that it is extremely important to protect the rights of the human
subjects in a particular study and ensure that they are not in any way forced or
pressured to participate in any given study. Yin (2009) however argues that ensuring
that subjects are not pressured to participate in a given study is not enough. He notes
that the enhancement of confidentiality is also equally important in a given study.

With regard to the design, it is important to note that the authors correctly specify the
design. The authors used a descriptive survey design in this study for purposes of
comparing the teaching method preferences with regard to students with degrees
entering a baccalaureate program and those without. This design adequately addresses
the research question.

When it comes to the sample, it might be good to note that its size is sufficiently
adequate. The sample is made up of 129 participants, that is, 81 non degree holders and
48 students with second degrees. The age also varies within the sample with 76 of the
traditional student participants being between 18 and 24 years old and the rest being
above 25. For second degree holders, 28 of the participants were between 18 and 24
years old wit the rest being above 25. The samples can hence be said to be a true
representative of the overall population. The procedure of including participants in the
sample or the exclusion of the same thereof also given in a clear and concise way.

With regard to data collection, it was implemented on conclusion of the 15 week

semester. The survey underwent a refining stage and on a review of the content by
worthy experts for purposes of establishing readability as well as clarity, .82 was
established to be the reliability coefficient. Craswell (2003) notes that with regard to data
collection, studies should address the various validity as well as reliability instruments.
As noted above, this study does address them and they can be said to be adequate. The
authors do not however describe the various means as well as instruments of data
collection clearly. It can also be said that the methods of data collection are not
sufficiently addressed. With that in mind, it may be difficult to establish whether the
collection of data could have affected or influenced the findings in any way.

When it comes to data analysis, the data analysis process can be said to be clear as well
as sufficient for purposes of answering and addressing the research question. The
research question in this case is also adequately dealt with by the results. Towards the
end of the study, it is also important to note that the authors offer a logical discussion of
the findings which can be said to be reasonably based on the presented results.

Conclusion

The findings of the study are highly relevant and useful to the nursing field. Towards the
end of the study, it is good to note that the author also goes ahead to come up with the
limitations of the study. Hence it may be important to note that the study’s
generalisability is limited. The study does not also take into consideration different
curricula as only a single school of nursing is taken into consideration for the study.

In conclusion, the authors found that there are differences which appear to be significant
when it comes to teaching methods preferences for students with no previous college
degree and those with previous degrees. The study went on to conclude that there were
higher and well defined expectations as well as needs in the class setting when it came
to those students having previous college degrees.

References

Brase, C.H. (2007). Understandable Statistics: Concepts and Methods. Cengage Learning

Craswell, J.W. (2003). Research design: qualitative, quantitative, and mixed method
approaches 2nd Edition. SAGE

Peck, R. (2008). Introduction to Statistics and Data Analysis. Cengage Learning

Yin, R.K. (2009). Case study research: design and methods, 4th Edition Sage Publications

J Nurs Educ. 2006 Sep;45(9):371-4.

SCHOOLS OF NURSING throughout the United States are challenged to meet the increased
demand for nurses in the workforce through the development of accelerated models of
nursing education. In planning baccalaureate programs for students who have previous
college degrees, it is important to understand how these students learn. ARE SECOND-
DEGREE STUDENTS MOTIVATED DIFFERENTLY THAN TRADITIONAL
STUDENTS IN GENERIC BSN PROGRAMS? DO THEY PREFER DIFFERENT
TEACHING METHODS?

* This article reports on a study of preferred teaching methodologies for second-degree

students compared with preferences of traditional students in a generic baccalaureate
program. As the trend for accelerated nursing programs increases, the need to develop
efficient and academically sound programs based on empirical evidence is essential. This
study provides valuable information for planners of second-degree nursing education
programs.

Review of the Literature In 2006, the American Association of Colleges of Nursing reported
that there are 197 accelerated baccalaureate programs in the United States with numerous
accelerated programs in development (1). While the most dramatic increase in the number of
second-degree programs emerged in the last decade, such programs have been in existence
for more than 20 years. However, there is a scarcity of research pertaining to students in
second-degree programs and to program outcomes.

In 2005, Cangelosa and Whitt published a comprehensive review of the literature related to
accelerated nursing programs dating from 1988 (2). Their review of eight studies confirmed
that little research exists regarding second-degree students. The research that does exist
generally includes NCLEX-RN pass rates and data regarding employer satisfaction, job
positions, and curriculum development (2).

A study published by Vinal and Whitman in 1994 (3) addresses teaching methodologies for
second-degree BSN students. The authors reported that second-degree students possess a
significantly greater need for clinical competence than traditional BSN students. Further, they
concluded that second-degree students need to devote extensive preparation time to obtaining
clinical competency and focusing on essential elements of practice.

Since the Vinal and Whitman study was conducted, use of the Internet and the popularity of
online tools have significantly expanded possibilities for teaching methods. Therefore,
research pertaining to accelerated students' use of today's technology and contemporary
teaching methodologies is needed.

The anecdotal literature indicates that second-degree students enter nursing education as adult
learners with rich background experiences and possess greater maturity, motivation, and
engagement for learning as well as a greater ability to think critically than traditional
students. Second-degree students are thought to more aggressively pursue evidence-based
clinical problem solving and have little tolerance for extraneous information or activity in the
educational process (4-7).

With little research to support these assumptions, it is important to determine if these students
do indeed differ significantly from their traditional counterparts. This quantitative research
study provides valuable data regarding the framework for educational programs to meet
second-degree, accelerated BSN students' needs in the academic environment.

Methodology A descriptive survey design was used to compare preferences in teaching

methods between two groups of baccalaureate students: traditional students without a
previous degree and students entering a baccalaureate program with a previous bachelor's
degree. The setting for the study was a large metropolitan academic health science university
in a Southern state. The university's school of nursing offers a generic baccalaureate
undergraduate degree, an advanced standing RN to BSN degree, a master's degree in nursing
in multiple tracts, and a nursing PhD program. The generic undergraduate baccalaureate
program admits 100 junior students each year to complete a two-year curriculum; accelerated
nursing students also enter the program as juniors. The program consists of 67 semester hours
obtained in the school of nursing.

Once permission to conduct the study was obtained from the Institutional Review Board of
the institution, data collection was implemented at the end of a 15-week semester. The survey
was distributed to all generic undergraduate baccalaureate students during a class session. Of
the 171 students surveyed, 88 were juniors and 83 were seniors.

Learning and Individual Differences

Volume 17, Issue 3, 3rd Quarter 2007, Pages 241-250

doi:10.1016/j.lindif.2006.12.001 | How to Cite or Link Cited By in Scopus

Using DOI
(15)
Copyright © 2006 Elsevier Inc. All rights reserved.

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Personality and approaches to learning predict preference for different teaching

methods

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$ 37.95

Tomas Chamorro-Premuzica, ,
, Adrian Furnhamb and Martin Lewisb
a
Department of Psychology, Goldsmiths College, University of London, New Cross, London
SE146NW, UK
b
Department of Psychology, University College London, UK

Received 29 May 2006;

revised 27 November 2006;

accepted 5 December 2006.

Available online 29 December 2006.

 Abstract

A total of 221 (111 female and 110 male) British Medical students completed the NEO-FFI
personality inventory [Costa, P. T., Jr., and McCrae, R. R. (1992). Revised NEO Personality
Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual.
Odessa, FL: Psychological Assessment Resources.], an abbreviated version of Biggs' [Biggs,
J. B (1987). Study process questionnaire manual. Hawthorn, Vic: Australian Council for
Educational Research.] approaches to learning scale, and a purpose-designed questionnaire to
assess their preference for different teaching methods (e.g., lab classes, standard lectures, and
discussion groups). Correlations between several personality traits and approaches to learning
factors suggested that personality and learning approaches are distinct, but related, constructs.
The deep approach to learning was associated with Emotional Stability, Openness, and
Agreeableness. These personality traits were also negatively related to the surface approach
to learning, whilst Conscientiousness was associated with deep and achieving learning
approaches. Hierarchical regression analyses showed that preference for interactive teaching
was associated with a combination of Emotional Stability, Agreeableness, and deep learning
approach. Implications are discussed with regard to individual differences in educational
contexts.

Keywords: Big Five; Approaches to learning; Biggs; Academic performance

Title:

Learning Style, Brain Modality, and Teaching Preferences of Incarcerated

Females at the Pocatello Women's Correctional Center.

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Title: Learning Style, Brain Modality, and Teaching Preferences of

Incarcerated Females at the Pocatello Women's Correctional Center.

Authors: Croker, Robert E.; And Others

Descriptors: Adult Education; Adult Learning; Brain Hemisphere Functions; Cognitive

Style; Correctional Institutions; Educational
Research; Females; Prisoners; Student Attitudes; Teaching Methods

Source: N/A

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Publication 1995-12-04

Pages: 14

Pub Reports - Research; Speeches/Meeting Papers

Types:
Abstrac A study identified the learning style preferences and brain
t: hemisphericity of female inmates at the Pocatello Women's Correctional
Center in Pocatello, Idaho. It also identified teaching methodologies to
which inmates were exposed while in a learning environment as well as
preferred teaching methods. Data were gathered by the Learning Type
Measure to determine preferred learning style, the Hemispheric Mode
Indicator to determine brain hemisphericity, and the Q-Sort method to
identify teaching method preferences. Participants also provided
information regarding teaching methods to which they were exposed
most during their education. Sixty-three inmates volunteered to
participate. Hands-on classes were the obvious preference in teaching
methods. The majority of the participants were right brain (56 percent)
and were type one and type four learners (64 percent). Implications
from these findings were as follows: hands-on type classes should be a
point of focus for the institution where the study took place and should
become a strong consideration for other similar institutions;
kinesthetic/tactile activities should be considered as having great value
and be included in curriculum; and much attention should be given to
lesson development that is kinesthetic/tactile in nature. (Appendixes
include methodology task list, demographic information questions, and
Q-Sort recording sheet.) (YLB)