1. Student and faculty learning styles in a Canadian and a Chilean self-directed, problem-based nursing program.
- Author
-
Carpio B, Illesca M, Ellis P, Crooks D, Droghetti J, Tompkins C, and Noesgaard C
- Subjects
- Adult, Analysis of Variance, Canada, Chile, Cross-Cultural Comparison, Female, Humans, Male, Models, Educational, Nursing Education Research, Surveys and Questionnaires, Education, Nursing, Baccalaureate organization & administration, Faculty, Nursing, Learning, Problem-Based Learning organization & administration, Programmed Instructions as Topic, Students, Nursing psychology
- Abstract
A descriptive comparative study was conducted to identify and compare/contrast the learning styles of nursing faculty and entry-level students in 2 self-directed (SDL), problem-based (PBL) nursing programs. The Kolb LSI-1985 was administered to 94 first-year generic students, 63 post-R.N. students, and 22 faculty members in a Canadian university nursing program. A Spanish translation was completed by 37 incoming nursing students and 13 faculty members in a Chilean university. One-way ANOVA analysis of group mean scores showed significant differences among the 4 student groups in the active experimentation learning mode. Post hoc tests confirmed that Chilean students are less likely to be active learners than their teachers or Canadian students, a finding of significance in preparing students to assume self-direction of their learning. Canadian faculty had higher abstract conceptualization scores than Chilean faculty, which has implications for faculty development of educator roles for SDL/PBL.
- Published
- 1999