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The Teaching Styles and Use of Adult Learning Theory among Nursing Professional Development Educators

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Title: The Teaching Styles and Use of Adult Learning Theory among Nursing Professional Development Educators
Language: English
Authors: Curran, Mary K.
Source: ProQuest LLC. 2013Ed.D. Dissertation, Walden University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 271
Publication Date: 2013
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Descriptors: Teaching Styles, Adult Learning, Learning Theories, Adult Educators, Nursing Education, Professional Development, Correlation, Regression (Statistics), Curriculum Development, Predictor Variables, Teacher Certification, Transfer of Training
Assessment and Survey Identifiers: Principles of Adult Learning Scale
ISBN: 978-1-303-18258-7
Abstract: The American Nurses Association advocates for nursing professional development (NPD) specialists to have an earned graduate degree, as well as educational and clinical expertise. However, many NPD specialists have limited exposure to adult learning theory (ALT), and this lack of exposure may reduce organizational knowledge transfer (KT) and the quality of patient care. Guided by Bandura's social cognitive learning theory and Knowles' ALT, the purpose of this correlational study was to examine the effects of 4 variables, using descriptive statistics and regression analysis, upon the use of ALT to guide curriculum development. Via the Principles of Adult Learning Scale (PALS), 114 NPD specialists tested the hypothesis that NPD specialists with graduate degrees in nursing education, professional development training in ALT, NPD certification, and NPD experience would use higher levels of ALT in their teaching practices to guide curriculum development than those without these attributes. This hypothesis was rejected as regression analysis revealed only 1 statistically significant predictor variable, NPD certification, influenced the use of ALT. Furthermore, PALS descriptive statistical data analysis revealed NPD specialists tended to support a teacher-centered style rather than a learner-centered teaching style, indicating NPD educators are not using ALT to guide teaching practices and curriculum development. Implications for positive social change include the creation of a workshop for NPD specialists to facilitate learner-centered teaching and promote NPD certification. These attributes promote KT to the registered nurses NPD specialists serve, thus promoting quality patient care and improved health outcomes in patients, families, and communities alike. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2015
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3566774
Accession Number: ED554386
Database: ERIC
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  Data: The Teaching Styles and Use of Adult Learning Theory among Nursing Professional Development Educators
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  Data: The American Nurses Association advocates for nursing professional development (NPD) specialists to have an earned graduate degree, as well as educational and clinical expertise. However, many NPD specialists have limited exposure to adult learning theory (ALT), and this lack of exposure may reduce organizational knowledge transfer (KT) and the quality of patient care. Guided by Bandura's social cognitive learning theory and Knowles' ALT, the purpose of this correlational study was to examine the effects of 4 variables, using descriptive statistics and regression analysis, upon the use of ALT to guide curriculum development. Via the Principles of Adult Learning Scale (PALS), 114 NPD specialists tested the hypothesis that NPD specialists with graduate degrees in nursing education, professional development training in ALT, NPD certification, and NPD experience would use higher levels of ALT in their teaching practices to guide curriculum development than those without these attributes. This hypothesis was rejected as regression analysis revealed only 1 statistically significant predictor variable, NPD certification, influenced the use of ALT. Furthermore, PALS descriptive statistical data analysis revealed NPD specialists tended to support a teacher-centered style rather than a learner-centered teaching style, indicating NPD educators are not using ALT to guide teaching practices and curriculum development. Implications for positive social change include the creation of a workshop for NPD specialists to facilitate learner-centered teaching and promote NPD certification. These attributes promote KT to the registered nurses NPD specialists serve, thus promoting quality patient care and improved health outcomes in patients, families, and communities alike. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 271
    Subjects:
      – SubjectFull: Teaching Styles
        Type: general
      – SubjectFull: Adult Learning
        Type: general
      – SubjectFull: Learning Theories
        Type: general
      – SubjectFull: Adult Educators
        Type: general
      – SubjectFull: Nursing Education
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Regression (Statistics)
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Teacher Certification
        Type: general
      – SubjectFull: Transfer of Training
        Type: general
      – SubjectFull: Principles of Adult Learning Scale
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      – TitleFull: The Teaching Styles and Use of Adult Learning Theory among Nursing Professional Development Educators
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