Linares A Z
Flexible Option Track, University of Texas Medical Branch, School of Nursing, Galveston.
J Nurs Educ. 1989 Oct;28(8):354-60. doi: 10.3928/0148-4834-19891001-06.
The constructs of locus of control, self-directed learning readiness, and learning style preference are related components of an individual's learning characteristics. If group differences between registered nurse and generic students on these constructs could be documented, then the educational process could be directed toward facilitating educational goal attainment for these two distinct groups of students. Three instruments were used for this study: the Adult Nowicki-Strickland Internal-External Scale (ANS-IE), Guglielmino's Self-Directed Learning Readiness Scale (SDLRS), and Rezler's Learning Preference Inventory (LPI). The sample consisted of 175 generic and 170 RN students enrolled in two BSN programs. No significant group differences were found for the three constructs except for the interpersonal mode of learning, a subscale of the LPI. Although no group differences were found, the data showed an ethnic and age effect involving all subjects. Although there are no wide differences in learning characteristics between generic and RN students, the individual variations support the use of teaching strategies that incorporate independent study and self-paced methodologies.
控制点、自我导向学习准备度和学习风格偏好等概念是个体学习特征的相关组成部分。如果能够记录注册护士与普通学生在这些概念上的群体差异，那么教育过程就可以针对促进这两类不同学生群体实现教育目标进行定向。本研究使用了三种工具：成人诺维茨基 - 斯特里克兰内外控量表（ANS - IE）、古列尔米诺自我导向学习准备度量表（SDLRS）和雷兹勒学习偏好量表（LPI）。样本包括175名普通学生和170名就读于两个护理学学士项目的注册护士学生。除了LPI的一个子量表——人际学习模式外，在这三个概念上未发现显著的群体差异。尽管未发现群体差异，但数据显示了涉及所有受试者的种族和年龄效应。虽然普通学生和注册护士学生在学习特征上没有很大差异，但个体差异支持采用包含自主学习和自定进度方法的教学策略。
