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An assessment of associate degree nu...

Wampach, Jeanette Elaine.

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An assessment of associate degree nursing students' and nurses' epistemological beliefs and their relationship to critical thinking, age, education and health-care work experience: Implications for nursing education and instructional technology.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An assessment of associate degree nursing students' and nurses' epistemological beliefs and their relationship to critical thinking, age, education and health-care work experience: Implications for nursing education and instructional technology./
Author:	Wampach, Jeanette Elaine.
Description:	239 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-12, Section: A, page: 4136.
Contained By:	Dissertation Abstracts International62-12A.
Subject:	Education, Technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3035133
ISBN:	0493480374

An assessment of associate degree nursing students' and nurses' epistemological beliefs and their relationship to critical thinking, age, education and health-care work experience: Implications for nursing education and instructional technology.
Wampach, Jeanette Elaine.

An assessment of associate degree nursing students' and nurses' epistemological beliefs and their relationship to critical thinking, age, education and health-care work experience: Implications for nursing education and instructional technology. - 239 p.

Source: Dissertation Abstracts International, Volume: 62-12, Section: A, page: 4136.

Thesis (Ed.D.)--Northern Illinois University, 2001.

This cross-sectional study described the epistemological beliefs of Associate Degree nursing students and registered nurses and belief associations with critical thinking, age, higher education, and health-care work experience. Subject groups included: 80 students entering an ADN program, 49 students completing the program, and 50 employed nurse graduates.

ISBN: 0493480374Subjects--Topical Terms:

1017498
Education, Technology.

An assessment of associate degree nursing students' and nurses' epistemological beliefs and their relationship to critical thinking, age, education and health-care work experience: Implications for nursing education and instructional technology.
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035 $a (UnM)AAI3035133
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100 1 $a Wampach, Jeanette Elaine. $3 1903987
245 1 3 $a An assessment of associate degree nursing students' and nurses' epistemological beliefs and their relationship to critical thinking, age, education and health-care work experience: Implications for nursing education and instructional technology.
300 $a 239 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-12, Section: A, page: 4136.
500 $a Adviser: James Lockard.
502 $a Thesis (Ed.D.)--Northern Illinois University, 2001.
520 $a This cross-sectional study described the epistemological beliefs of Associate Degree nursing students and registered nurses and belief associations with critical thinking, age, higher education, and health-care work experience. Subject groups included: 80 students entering an ADN program, 49 students completing the program, and 50 employed nurse graduates.
520 $a Instruments included a demographic survey, ACT's Critical Thinking Test, and Jacobson and Jehng's Epistemological Belief Instrument. This reported scores for total epistemological beliefs and the sub-dimensions of certainty of knowledge, omniscient authority, orderly process, innate ability, and quick learning. Relationships with and differences among groups' beliefs and the variables were determined via Pearson's Correlation and ANOVA.
520 $a Exiting students' and nurses' epistemological beliefs were significantly higher than entering students', appearing to grow as a function of both nursing education and the practice of the profession. Belief maturation appears to reflect or parallel cognitive skills utilized within nursing practice. That no corresponding difference in critical thinking was found suggests beliefs developed in response to influences that are independent of critical thinking. The critical thinking of the profession appears to be discipline-specific, and thus not captured by ACT's general skill measure.
520 $a The positive associations of entering students' beliefs with critical thinking and higher education dissipated with nursing development and did not reappear, even with later higher degrees. Therefore, the overriding educational influence on beliefs was the AD nursing education.
520 $a A surprising finding related to work experience of registered nurses. Nurses having 4 to 10 years experience exhibited more mature beliefs than those having 11 to 25 years. Possible explanations include: (1) the belief instrument's student orientation, along with time away from formal educational experiences, contributed to the instrument's failure to capture the more experienced nurses' beliefs; (2) the more mature beliefs of less-experienced nurses reflect their motivation to gain clinical confidence and secure an occupational identity; and (3) belief regression may be a manifestation of the occupational phenomenon of "burn-out."
520 $a The assessment of learner's epistemological beliefs by nurse educators and instructional designers is indicated for the development of learning resources and strategies to promote belief maturity and thus the cognitive skills utilized within the workplace.
590 $a School code: 0162.
650 4 $a Education, Technology. $3 1017498
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Health Sciences, Nursing. $3 1017798
690 $a 0710
690 $a 0525
690 $a 0350
690 $a 0569
710 2 0 $a Northern Illinois University. $3 1022895
773 0 $t Dissertation Abstracts International $g 62-12A.
790 1 0 $a Lockard, James, $e advisor
790 $a 0162
791 $a Ed.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3035133