Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
LECTURE AND ROLE PLAY INSTRUCTION FOR COMMUNICATION SKILLS: AN ANALYSIS OF THE INFLUENCE OF STUDENT ATTRIBUTES AND TEACHING STRATEGY ON LEARNING OUTCOMES (LEARNING STYLE, TRADITIONAL - NONTRADITIONAL)
Abstract
Nursing students (N = 147) who varied on the attributes of traditional-nontraditional status and field-dependent-independent learning style were randomly assigned to lecture or role play as the instructional strategy for teaching basic communication skills. Performance outcomes included objective tests administered at two time intervals and ratings of process recordings of actual interactions on the communication dimensions of respect, caring, concreteness and empathy. These learning outcome measures were analyzed using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). Student evaluations of the instructional strategy experienced were analyzed using chi square (X2). Significant differences (ANOVA p = < .05) were demonstrated for learning style with field independence associated with higher mean scores on both objective tests. This is not consistent with the expectation that field dependent students would perform better on measures of interpersonal skills. Maturity appeared to be a factor as the nontraditional students groups, who were older, held previous baccalaureate degrees and had greater life experience, had higher mean ratings on the dimensions of caring, concreteness and empathy than did traditional students when age was controlled as a covariant. Significant two way interactions were demonstrated for (1) sex and instructional strategy on objective tests and (2) learning style and traditional-nontraditional status on ratings of concreteness. No significant differences were demonstrated on overall performance measures between groups of students taught by lecture or by role play. Students in general preferred role play to lecture instruction and significant differences were demonstrated (X2 p = < .05) between the two groups indicating that the role play group was more likely to express active involvement and interest in learning while the lecture group was more likely to express confidence in their understanding of the material and that the objectives had been met. Implications of the study findings for further research and for curriculum planning in nursing are discussed.
Subject Area
Curricula|Teaching
Recommended Citation
NORRIS, JOAN FRANCES, "LECTURE AND ROLE PLAY INSTRUCTION FOR COMMUNICATION SKILLS: AN ANALYSIS OF THE INFLUENCE OF STUDENT ATTRIBUTES AND TEACHING STRATEGY ON LEARNING OUTCOMES (LEARNING STYLE, TRADITIONAL - NONTRADITIONAL)" (1984). ETD collection for University of Nebraska-Lincoln. AAI8503439.
https://digitalcommons.unl.edu/dissertations/AAI8503439