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Generational differences of baccalau...

Delahoyde, Theresa.

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Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods./
Author:	Delahoyde, Theresa.
Description:	217 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1948.
Contained By:	Dissertation Abstracts International70-06A.
Subject:	Health Sciences, Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3360175
ISBN:	9781109245837

Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods.
Delahoyde, Theresa.

Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods. - 217 p.

Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1948.

Thesis (Ed.D.)--College of Saint Mary, 2009.

Nursing education is experiencing a generational phenomenon with student enrollment spanning three generations. Classrooms of the 21st century include the occasional Baby Boomer and a large number of Generation X and Generation Y students. Each of these generations has its own unique set of characteristics that have been shaped by values, trends, behaviors, and events in society. These generational characteristics create vast opportunities to learn, as well as challenges. One such challenge is the use of teaching methods that are congruent with nursing student preferences. Although there is a wide range of studies conducted on student learning styles within the nursing education field, there is little research on the preferred teaching methods of nursing students. The purpose of this quantitative, descriptive study was to compare the preferred teaching methods of multi-generational baccalaureate nursing students with faculty use of teaching methods. The research study included 367 participants; 38 nursing faculty and 329 nursing students from five different colleges within the Midwest region.

ISBN: 9781109245837Subjects--Topical Terms:

1017921
Health Sciences, Education.

Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods.
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100 1 $a Delahoyde, Theresa. $3 1668997
245 1 0 $a Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods.
300 $a 217 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1948.
500 $a Adviser: Peggy Hawkins.
502 $a Thesis (Ed.D.)--College of Saint Mary, 2009.
520 $a Nursing education is experiencing a generational phenomenon with student enrollment spanning three generations. Classrooms of the 21st century include the occasional Baby Boomer and a large number of Generation X and Generation Y students. Each of these generations has its own unique set of characteristics that have been shaped by values, trends, behaviors, and events in society. These generational characteristics create vast opportunities to learn, as well as challenges. One such challenge is the use of teaching methods that are congruent with nursing student preferences. Although there is a wide range of studies conducted on student learning styles within the nursing education field, there is little research on the preferred teaching methods of nursing students. The purpose of this quantitative, descriptive study was to compare the preferred teaching methods of multi-generational baccalaureate nursing students with faculty use of teaching methods. The research study included 367 participants; 38 nursing faculty and 329 nursing students from five different colleges within the Midwest region.
520 $a The results of the two-tailed t-test found four statistically significant findings between Generation X and Y students and their preferred teaching methods including; lecture, listening to the professor lecture versus working in groups; actively participating in group discussion; and the importance of participating in group assignments. The results of the Analysis of Variance (ANOVA) found seventeen statistically significant findings between levels of students (freshmen/sophomores, juniors, & seniors) and their preferred teaching methods. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching method by students. Overall, the support for a variety of teaching methods was also found in the analysis of data.
590 $a School code: 0538.
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650 4 $a Education, Sciences. $3 1017897
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710 2 $a College of Saint Mary. $b Health Professions. $3 1668998
773 0 $t Dissertation Abstracts International $g 70-06A.
790 1 0 $a Hawkins, Peggy, $e advisor
790 1 0 $a Morin, Patricia $e committee member
790 1 0 $a Hutchison, Christy $e committee member
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791 $a Ed.D.
792 $a 2009
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