Nurse practitioner preferences for distance education methods related to learning style, course content, and achievement.
The relationships among multiple distance delivery methods, preferred learning style, content, and achievement was sought for primary care nurse practitioner students. A researcher-designed questionnaire was completed by 86 (71%) participants, while 6 engaged in follow-up interviews. The results of the study included: participants preferred learning by "considering the big picture"; "setting own learning plans"; and "focusing on concrete examples." Several positive associations were found: learning on own with learning by reading, and setting own learning plans; small group with learning through discussion; large group with learning new things through hearing and with having learning plans set by others. The most preferred method was print-based material and the least preferred method was audio tape. The most suited method for content included video teleconferencing for counseling, political action, and transcultural issues; and video tape for physical assessment. Convenience, self-direction, and timing of learning were more important than delivery method or learning style. Preferred order of learning was reading, discussing, observing, doing, and reflecting. Recommended considerations when designing distance courses include a mix of delivery methods, specific content, outcomes, learner characteristics, and state of technology.
Andrusyszyn
M A
MA
University of Western Ontario, Faculty of Health Sciences, School of Nursing, London, Canada.
Cragg
C E
CE
Humbert
J
J
D000124:Achievement; D000328:Adult; D000704:Analysis of Variance; D001290:Attitude; D020375:Education, Distance; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008875:Middle Aged; D009722:Nurse Practitioners / Q000193:education*; D009864:Ontario; D013338:Students, Nursing / Q000523:psychology; D013663:Teaching / Q000379:methods*