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

Autor/in	Curran, Mary K.
Titel	The Teaching Styles and Use of Adult Learning Theory among Nursing Professional Development Educators
Quelle	(2013), (271 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-8258-7
Schlagwörter	Hochschulschrift; Dissertation; Teaching Styles; Adult Learning; Learning Theories; Adult Educators; Nursing Education; Professional Development; Correlation; Regression (Statistics); Curriculum Development; Predictor Variables; Teacher Certification; Transfer of Training; Principles of Adult Learning Scale + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrstil; Unterrichtsstil; Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Pflegepädagogik; Korrelation; Regression; Regressionsanalyse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Prädiktor; Training; Transfer; Ausbildung
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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01