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Preferences for teaching methods in a baccalaureate nursing program: how second-degree and traditional students
Jean T Walker1, Tina M Martin, Lisa Haynie
1University of Mississippi Medical Center School of Nursing, Jackson, USA. jwalker@son.umsmed.edu
Nursing Education Perspectives
|October 20, 2007
Summary
Accelerated nursing programs attract many students. This study found significant differences in learning preferences between second-degree and traditional nursing students regarding self-directed learning, faculty interaction, and grading.
Area of Science:
- Nursing Education
- Higher Education
- Student Affairs
Background:
- Accelerated baccalaureate nursing programs are increasingly popular in the U.S.
- Limited research exists on student characteristics and outcomes in these programs.
- Understanding student preferences is crucial for program development.
Purpose of the Study:
- To explore and compare the preferences of second-degree and traditional generic nursing students.
- To identify differences in their views on teaching methods and faculty relationships.
- To inform curriculum and pedagogical adjustments in accelerated nursing programs.
Main Methods:
- Quantitative research design.
- Survey data collected from second-degree and traditional generic nursing students.
- Statistical analysis to identify significant differences between student groups.
Main Results:
- Statistically significant differences were found between the two student groups.
- Differences were noted in self-directed learning abilities.
- Variations emerged in expectations of faculty, classroom structure, and the importance of grades.
Conclusions:
- Student demographics (second-degree vs. traditional) influence learning preferences in accelerated nursing programs.
- Faculty and program administrators should consider these distinct preferences.
- Tailoring educational approaches may enhance student success and satisfaction.
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