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This descriptive study examined the personality traits and instructional time factors of successful and nonsuccessful students who utilized computer-assisted instruction (CAI) to learn psychopharmacological nursing. Data from this study support the contention that there is beginning evidence to imply that there are certain individual traits that can be utilized to predict successful learning with CAI. The stepwise multiple regression analysis utilized in this study identified 17 variables that contributed to successful learning. Specific academic, cognitive, demographic, and philosophical indicators emerged as the most consistent predictors of learning associated with these psychopharmacological lessons presented on the PLATO system. These results and others are explored in terms of their educational implications, and suggestions are made for future research that can be used to plan more effective and efficient use of computers in nursing education.
This descriptive study examined the personality traits and instructional time factors of successful and nonsuccessful students who utilized computer-assisted instruction (CAI) to learn psychopharmacological nursing. Data from this study support the contention that there is beginning evidence to imply that there are certain individual traits that can be utilized to predict successful learning with CAI. The stepwise multiple regression analysis utilized in this study identified 17 variables that contributed to successful learning. Specific academic, cognitive, demographic, and philosophical indicators emerged as the most consistent predictors of learning associated with these psychopharmacological lessons presented on the PLATO system. These results and others are explored in terms of their educational implications, and suggestions are made for future research that can be used to plan more effective and efficient use of computers in nursing education.
The purpose of this investigation was to identify the perceptual learning style preferences of nursing students and to examine the relationship, if any, among students whose learning style perceptual preferences were identified as being auditory, tactile or visual and their attitudes toward the use of computer-assisted instruction (CAI) in the areas of comfort, creativity and function.The relationships between nursing students' perceptual learning style preferences and the following were also examined: (a) the amount of time they spent using the computer program, Car- The data were collected using the Productivity Environmental Preference Survey developed by Price, Dunn and Dunn (1986) and Allen's (1986) Attitude Toward CAI Semantic Differential Scale. The study was conducted at a baccalaureate school of nursing in a health sciences university.The sample for the study was sophomore nursing students who were taking a nursing course in patient assessment. whether students felt the use of the computer prograin added to their knowledge and whether they wanted more CAI added to the nursing curriculum.Qualitative data were also gathered by asking students about their experience using the computer program, CardiacExam Bingo. Comments about the use of computers in education indicated that students found the computer to be a useful study tool. Students did express concern that the use of CAI would add to students' work loads; therefore, they recommended that it be available to students but not required. Affective comments also provided further evidence that students had positive attitudes toward the computer program used for this study. -To Judy Edwards Allen, who introduced me to computer-assisted instruction, and planted the seed for this investigation.-To Barbara Gaines who carefully reviewed this dissertation many times and willingly critiqued the application to nursing.-To Len Campbell, Michael Gaines and Hal Jorgensen for their conscientious critiques of the drafts of this study and for their support as I moved toward its completion.-To the sophomore students who willingly participated in this project during their busy spring quarter.
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