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A .priyadharshini studing sixth standard .My aim is doctor.

my address
is INDRA NAGAR 2/152 at valavanur. My Pet name is BUJJI.I Get First RANK
In my class. I Have One sister and One Brother. My Birthday date is 25th
January in 2000.

Collection of various methods

Flexibility of choice on methods

Wide agency application of methods


Disadv: Encourages uncritical picking and choosing

De-emphasizes integrative theorizing

Tends toward fadism

Additive collection of what works for now

Imitative, and tends towards limited creativity

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)

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