This study compared scores on the Kirton Adaption-Innovation Inventory of 60 first-year nursing students with scores of 73 nonnursing majors of approximately the same age to test the hypothesis that, in general, individuals selecting nursing as a major tend to show a more adaptive style of creativity in problem solving than their nonnursing peers. Analysis indicated the nursing students were significantly more "adaptive" in problem solving and less "innovative" than the nonnursing control group.
The growing interest in and use of alternative and complementary therapies by health care professionals and laypersons, the incorporation of these therapies in medical curricula and practice, and the greater acceptance of the legitimacy of such treatment methods require that nurse educators consider how this content may be incorporated into curricula. The authors propose that preIicensure students learn the premises that support such healing practices and develop skill in eliciting and evaluating patients' use of alternative therapies. In-depth study of one or more complementary therapies may be the focus of continuing education or elective courses. Students in graduate programs may investigate the safety and efficacy of nonorthodox therapies.
Research about variables affecting learning in human patient simulation experiences is scarce. The primary purpose of this study was to test a hypothesized model describing the direct effects of learning variables on anxiety and cognitive learning outcomes and the mediating effects of anxiety on cognitive learning outcomes in a high-fidelity human patient simulation (HPS) experience. The secondary purpose of this study was to explain and explore student perceptions concerning the qualities and context of human patient simulation affecting anxiety and learning that may be amenable to intervention. This study used a mixed methods QUAN dominant explanatory design with concurrent qualitative data collection to examine variables affecting learning in undergraduate, beginning nursing students (n = 124) enrolled in a fundamental nursing course. Data were collected using investigator-constructed learner and lifestyle questionnaires, Elsevier Evolve custom parallel pre-and posttests, the Building Excellence Survey, the State-Trait Anxiety Inventory, and a semistructured group discussion. A path analysis identified relationships between cognitive learning and anxiety, readiness to learn, preparation for simulation, and learning styles. Both readiness to learn (β = -.31, p < .01) and preparation for simulation (β = .22, p < .01) directly affected anxiety. Anxiety and cognitive learning outcomes were directly affected by having a strong auditory verbal learning style (β = .21, p < .01) and (β = .27, p < .01), respectively. A handson learning style mildly influenced cognitive learning outcomes (β = -.17,
MNRS PhD Student Award Abstract
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