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The use of the Principles of Adult L...

Totin Meyer, Mary Ann Theresa.

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The use of the Principles of Adult Learning Scale to assess the instructional practices of clinical instructors/preceptors for graduate nurse practitioner students in North Carolina.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The use of the Principles of Adult Learning Scale to assess the instructional practices of clinical instructors/preceptors for graduate nurse practitioner students in North Carolina./
Author:	Totin Meyer, Mary Ann Theresa.
Description:	204 p.
Notes:	Director: J. Conrad Glass.
Contained By:	Dissertation Abstracts International62-11A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://140.128.148.244/ctccon1/3031775.pdf
ISBN:	9780493443690

The use of the Principles of Adult Learning Scale to assess the instructional practices of clinical instructors/preceptors for graduate nurse practitioner students in North Carolina.
Totin Meyer, Mary Ann Theresa.

The use of the Principles of Adult Learning Scale to assess the instructional practices of clinical instructors/preceptors for graduate nurse practitioner students in North Carolina. - 204 p.

Director: J. Conrad Glass.

Thesis (Ed.D.)--North Carolina State University, 2002.

The purpose of this study was to investigate the degree to which the instructional practices of clinical instructors/preceptors of adults in NP masters degree School of Nursing (SON) programs adhere to the adult education learning principles that are congruent with the collaborative-teaching learning mode. Additionally, a descriptive profile of clinical instructor demographic variables was developed and the relationships between adherence to the adult education learning principles and the variables were examined. There are a total of 737 clinical instructors who preceptor NP students for six graduate NP programs in NC for the 2000 to 2001 academic year. Proportional stratified sampling was utilized with a final sample size of 198 clinical instructors. The wording of eight items of PALS was modified slightly, therefore, the reliability of the modified PALS was established with the coefficient alpha reliability estimate. The PALS instrument yields a total score and seven factor scores that comprise the elements of the collaborative mode. The demographic instrument obtained data concerning gender, age, academic degree level, credit hours or continuing education in adult and clinical education, years of clinical teaching, and clinical specialty of the study group. The following conclusions are justified within the limitations of the study and the mean results. First, the clinical instructors for NP students in NC adhered to the adult education learning principles that were congruent with the collaborative teaching-learning mode. Second, the clinical instructors of NP students in NC adhered to three of the seven factors inherent in collaborative teaching-learning in the areas of learner-centered activities, assessing student needs, and learner-centered activities, but utilized more teacher-centered behaviors for the other four. Third, clinical instructors who are female, master-degree prepared, advanced practice nurses have a more collaborative style than clinical instructors who are male, doctoral degree prepared physicians. Finally, clinical instructors who had continuing education or credit hours in clinical education training or adult education had a more collaborative style than clinical instructors who had no continuing education or credit hours in clinical education training or adult education. Future research should delve into the gaps between "ideal" collaborative clinical instruction and the reality of "actual" practice for the clinical instructor and the student.

ISBN: 9780493443690Subjects--Topical Terms:

626632
Education, Adult and Continuing.

The use of the Principles of Adult Learning Scale to assess the instructional practices of clinical instructors/preceptors for graduate nurse practitioner students in North Carolina.
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100 1 $a Totin Meyer, Mary Ann Theresa. $3 1263826
245 1 4 $a The use of the Principles of Adult Learning Scale to assess the instructional practices of clinical instructors/preceptors for graduate nurse practitioner students in North Carolina.
300 $a 204 p.
500 $a Director: J. Conrad Glass.
500 $a Source: Dissertation Abstracts International, Volume: 62-11, Section: A, page: 3661.
502 $a Thesis (Ed.D.)--North Carolina State University, 2002.
520 $a The purpose of this study was to investigate the degree to which the instructional practices of clinical instructors/preceptors of adults in NP masters degree School of Nursing (SON) programs adhere to the adult education learning principles that are congruent with the collaborative-teaching learning mode. Additionally, a descriptive profile of clinical instructor demographic variables was developed and the relationships between adherence to the adult education learning principles and the variables were examined. There are a total of 737 clinical instructors who preceptor NP students for six graduate NP programs in NC for the 2000 to 2001 academic year. Proportional stratified sampling was utilized with a final sample size of 198 clinical instructors. The wording of eight items of PALS was modified slightly, therefore, the reliability of the modified PALS was established with the coefficient alpha reliability estimate. The PALS instrument yields a total score and seven factor scores that comprise the elements of the collaborative mode. The demographic instrument obtained data concerning gender, age, academic degree level, credit hours or continuing education in adult and clinical education, years of clinical teaching, and clinical specialty of the study group. The following conclusions are justified within the limitations of the study and the mean results. First, the clinical instructors for NP students in NC adhered to the adult education learning principles that were congruent with the collaborative teaching-learning mode. Second, the clinical instructors of NP students in NC adhered to three of the seven factors inherent in collaborative teaching-learning in the areas of learner-centered activities, assessing student needs, and learner-centered activities, but utilized more teacher-centered behaviors for the other four. Third, clinical instructors who are female, master-degree prepared, advanced practice nurses have a more collaborative style than clinical instructors who are male, doctoral degree prepared physicians. Finally, clinical instructors who had continuing education or credit hours in clinical education training or adult education had a more collaborative style than clinical instructors who had no continuing education or credit hours in clinical education training or adult education. Future research should delve into the gaps between "ideal" collaborative clinical instruction and the reality of "actual" practice for the clinical instructor and the student.
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