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Delahoyde, Theresa. Generational Differences of Baccalaureate Nursing Students' Preferred Teaching Methods and Faculty Use of Teaching

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Delahoyde, Theresa. Generational Differences of Baccalaureate Nursing Students' Preferred Teaching Methods and Faculty Use of Teaching Running head: GENERATIONAL DIFFERENCES IN BACCALAUREATE NURSING Generational Differences of Baccalaureate Nursing Students’ Preferred Teaching Methods and Faculty Use of Teaching Methods A dissertation submitted by Theresa Delahoyde, MSN, RN to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctor in Education with an emphasis on Health Professions Education This dissertation has been accepted for the faculty of College of Saint Mary by: 2 Peggy Hawkins, PhD, RN, BC, CNE Chair Patricia Morin, PhD, RN Committee Member Christine Hutchison, JD Committee Member We hereby certify that this dissertation, submitted by Theresa M. Delahoyde, MSN, RN, conforms to acceptable standards and fully fulfills the dissertation requirements for the degree of Doctor in Education from College of Saint Mary. 3 Copyright © May, 2009 Theresa M. Delahoyde 4 This is dedicated to my loving husband Aaron and my three boys; Robert, David, and Dominic. 5 Acknowledgement I would like to first and foremost thank my husband Aaron and our three sons; Robert, David, and Dominic for providing their love and support as I worked through this dissertation process. I love you all and I could not have done it without you. I would also like to thank my advisor, Dr. Peggy Hawkins, and my dissertation committee, Dr. Patricia Morin, and Dr. Christine Hutchison for their guidance every step of the way. Your words of encouragement and ability to make a daunting task seem manageable were greatly appreciated! To my colleagues and friends, thank you for all of your support, advice, and friendship. And lastly, to my nursing students, thank you for providing me with the opportunity to teach you what I know and love! 6 Table of Contents Abstract……………………………………………………………………..……… 18 CHAPTER I: INTRODUCTION………………………………………………….. 19 Problem Statement……………………………………………………………... 19 Purpose of the Study…………………………………………………………… 19 Context and Background...……………………………………………...............20 Research Questions…………………………………………………….. ………21 Method….……………………………………………………………………… 22 Definition of Terms……………………………………………………………..22 Assumptions……………………………………………………………………. 23 Hypotheses………..……………………………………………………………. 23 Significance………………………………………………………………..........24 CHAPTER II: LITERATURE REVIEW………………………………………….. 25 Introduction…………………………………………………………………….. 25 Historical Perspective………………………………………………………….. 25 Method for Literature Review……..……………………………………………25 Theoretical Base………………………………………………………………...26 Organization of Literature Review….…………………………………………. 29 Definition of a Generation………………………………………………………29 Length of a Generational Cohort……………………………………........... 29 Peer Personality……………………………………………………………. 31 Generational Cohorts..........……………………………………………………. 32 Veteran (Silent) Generation…………………………………………………32 Baby Boomer Generation………………………………………………..… 33 7 Generation X……………………………………………………………….. 35 Generation Y……………………………………………………………….. 37 Generational Stereotypes………………………………………………………. 39 Definition of a Learning Style..………………………………………………... 40 Definition of Generational Learning Style......………….…………………. 40 Definition of Learning Style Preference and Teaching Method Preference........ 41 Learning Style Theories…………………………………………………………42 Kolb’s Experiential Learning Theory………………………………............ 42 Myers-Briggs Type Indicator ® (MBTI)……………………………………. 44 Dunn and Dunn’s Learning Style Model…………………………………... 44 Howard Gardner’s Theory of Multiple Intelligences………………............. 45 Learning Style Preferences of Nursing Students………………………………. 47 Generational Differences in Preferred Teaching Methods of Students………... 50 Differences Among Levels of Nursing Students………………………………. 56 A Shift in Teaching Paradigms………………………………………………… 57 Teaching Methods Used by Faculty…………………………………………….61 Matching Teaching Methods with Student Preferences…………………….......68 Summary of Chapter II………………………………………………………….70 CHAPTER III: METHODS AND PROCEDURES……………………………….. 72 Introduction…………………………………………………………………..... 72 Research Design……………………………………………………………….. 72 Identification of Sample……………………………………………………...… 72 Demographics………………………………………………………………….. 72 Description of Setting………………………………………………………….. 73 8 Survey Tools…………………………………………………………………… 73 Student Survey…………………………………………………………….. 73 Faculty Survey………………………………………………………………74 Construct Validity and Reliability………………………………………......74 Ethical Considerations…………………………………………………………. 75 Procedure………………………………………………………………………. 76 Type of Data…………………………………………………………………… 77 Statistical tests………………………………………………………………..... 78 Methodological Limitations……………………………………………………. 78 Summary of Chapter III………………………………………………….......... 78 CHAPTER IV: RESULTS………………………………………………………… 79 Introduction……………………………………………………………………. 79 Statistical Tests………………………………………………………………… 79 Student Demographics………………………………………………………… 79 Student Generational Cohorts…………………………………………….... 80 Student Gender…………………………………………………………….. 81 Student Year in Nursing Program……………………………………….… 81 Students’ Type of Program………………………………………………… 82 Students’ First Degree……………………………………………………... 83 Descriptive Results of Student Survey………………………………………… 83 Descriptive Statistics for Questions 1-23 on Student Survey…………………. 85 Descriptive Statistics for Questions 24-30 on Student Survey………………… 89 Most Preferred Teaching Methods Chosen By Students……………………… 91 Least Preferred Teaching Methods Chosen By Students……………………… 92 9 Faculty Demographics………………………………………………………… 93 Faculty Generational Cohorts……………………………………………… 94 Faculty Years of Teaching Experience……………………………………. 94 Descriptive Results of Faculty Survey………………………………………… 95 Descriptive Statistics for Questions 1-23 on Faculty Survey…………………. 97 Descriptive Statistics for Questions 24-30 on Faculty Survey…………........... 102 Most Used Teaching Methods as Chosen by Faculty…………………………. 103 Least Used Teaching Methods as Chosen by Faculty…………………………. 104 Research Question #1……………….................................................................. 106 Summary of Research Question #1………………………………………….… 121 Research Question #2……………………………….......................................... 121 Analysis of Variance Results…………………………………………………... 122 Lecture……………………………………………………………………... 124 Apply Skills………………………………………………………………... 125 Work in Groups……………………………………………………………. 126 Case Studies………………………………………………………………... 127 Visual Aids………………………………………………………………… 128 Work Individually………………………………………………………….. 128 Listen vs. Participate in Group Discussions……………………………….. 129 Draw Concepts…………………………………………………………….. 129 Web-based Course…………………………………………………………. 130 Storytelling…………………………………………………………………. 131 Complete an Assignment Prior to Class…………………………………… 131 Handouts…………………………………………………………………… 131 10 Classroom Interaction with Professors and Peers………………………….. 132 Combination Web-based and Classroom Study…………………………… 133 Read the Assignment Prior to Class………………………………………...134 Use of Technology…………………………………………………………. 135 Listen to Lecture vs. Work in Groups……………………………………… 135 Active Participation in Group Discussions………………………………… 135 Play Games………………………………………………………………… 136 Read the Assignment after Class…………………………………………... 136 Classroom Structure from the Professor…………………………………… 137 Own Notes vs. Handouts…………………………………………………... 138 Variety of Teaching Methods……………………………………………… 139 Professor Knows my Name………………………………………………... 140 Grade for All Course Work………………………………………………... 141 Knowing Why I am Learning New Material………………………………. 141 Group Assignments with Peers during Class………………………………. 142 Expect Professor to Tell Me What I Need to Know……………………….. 143 Like Learning for Learning Sake…………………………………………... 144 Grade is All That Matters………………………………………………….. 145 Summary of Research Question #2……………………………………………..146 Research Question #3.…………………………………………………………. 147 Summary of Research Question #3……………………………………………. 152 Research Question #4………………………………………………………….. 152 Lecture……………………………………………………………………... 155 Apply Skills………………………………………………………………... 156 11 Work in Groups……………………………………………………………. 156 Case Studies……………………………………………………………….. 156 Visual Aids………………………………………………………………… 157 Work Individually………………………………………………………….. 157 Listen vs. Participate in Group Discussions……………………………….. 158 Draw Concepts…………………………………………………………….. 158 Web-based Course…………………………………………………………. 158 Storytelling…………………………………………………………………. 159 Complete an Assignment Prior to Class………………………………….... 159 Handouts…………………………………………………………………... 160 Classroom Interaction with Professors and Peers………………………….. 160 Combination Web-based and Classroom Study…………………………… 161 Read the Assignment Prior to Class……………………………………….. 161 Use of Technology…………………………………………………………. 162 Listen to Lecture vs.Work in Groups………………………………………. 162 Active Participation in Group Discussions………………………………… 162 Play Games………………………………………………………………… 163 Read the Assignment after Class…………………………………………... 163 Classroom Structure.……………………………………………………….. 164 Own Notes…………………………………………………………………. 164 Variety of Teaching Methods……………………………………………… 164 Know Students’ Names……………………………………………………..165 Grade for All Course Work………………………………………………… 165 Tell Why Learning New Material………………………………………….. 166 12 Group Assignments with Peers during Class………………………………. 166 Tell What is Needed to Know……………………………………………… 167 Learning for Learning Sake………………………………………………... 167 Grade is All That Matters………………………………………………….. 167 Top Five Teaching Methods……………………………………………….. 168 Summary of Research Question #4……………………………………………..168 Summary of Chapter IV………………………………………………………... 169 CHAPTER V: DISCUSSION AND SUMMARY…………………………………
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