Multiple Intelligence Theory in the Context of Teaching and Learning in Undergraduate Nurse Education in Ireland

2.50
Hdl Handle:
http://hdl.handle.net/10755/147877
Type:
Presentation
Title:
Multiple Intelligence Theory in the Context of Teaching and Learning in Undergraduate Nurse Education in Ireland
Abstract:
Multiple Intelligence Theory in the Context of Teaching and Learning in Undergraduate Nurse Education in Ireland
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Denny, Margaret Mary, BSc, MPhil
P.I. Institution Name:Waterford Institute of Technology
Title:Lecturer
[Leadership session research presentation] Multiple intelligences theory has only recently entered the teaching and learning dialogue in education and research. It is argued that despite the rhetoric of a student centred approach nurse education remains wedded to conventional teaching approaches, which fail to engage with the individual and unwittingly silence the student?s voice. This paper will examine the concept of multiple intelligences (MI) and outline Gardner?s (1983) contention that the brain functions using eight intelligences, which can be employed to improve learning at an individual level. It will then outline how the use of a five phase model, developed by Weber (1999), known as a multiple intelligence teaching approach (MITA) impacted on student learning. It is contended that MITA has great potential in nurse education, particularly in terms of reinforcing learning beyond the educational domain and into the individual?s professional development and clinical practice. The research paradigm is non randomised treatment control group design with pre and post testing for time 1 of treatment; pre and post testing time 2; with subsequent measurement of MI profiles using multiple intelligence development scale (MIDAS-Shearer, 1996) 12 months later (Heppner, 1999). Two groups of second year undergraduate nursing students undertook the study, treatment group (N=26) and comparison group (N=18). Results show a very significant finding between groups with the ?treatment group? out performing the ?comparison? group on summative and formative assessments. Arguably, this departure from traditional approaches to teaching will contribute to the present post-technocratic model of education, and to the conceptual understanding of MITA brain-based approaches to teaching and learning in third level nurse education.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleMultiple Intelligence Theory in the Context of Teaching and Learning in Undergraduate Nurse Education in Irelanden_GB
dc.identifier.urihttp://hdl.handle.net/10755/147877-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Multiple Intelligence Theory in the Context of Teaching and Learning in Undergraduate Nurse Education in Ireland</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Denny, Margaret Mary, BSc, MPhil</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Waterford Institute of Technology</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Lecturer</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">mdenny@wit.ie</td></tr><tr><td colspan="2" class="item-abstract">[Leadership session research presentation] Multiple intelligences theory has only recently entered the teaching and learning dialogue in education and research. It is argued that despite the rhetoric of a student centred approach nurse education remains wedded to conventional teaching approaches, which fail to engage with the individual and unwittingly silence the student?s voice. This paper will examine the concept of multiple intelligences (MI) and outline Gardner?s (1983) contention that the brain functions using eight intelligences, which can be employed to improve learning at an individual level. It will then outline how the use of a five phase model, developed by Weber (1999), known as a multiple intelligence teaching approach (MITA) impacted on student learning. It is contended that MITA has great potential in nurse education, particularly in terms of reinforcing learning beyond the educational domain and into the individual?s professional development and clinical practice. The research paradigm is non randomised treatment control group design with pre and post testing for time 1 of treatment; pre and post testing time 2; with subsequent measurement of MI profiles using multiple intelligence development scale (MIDAS-Shearer, 1996) 12 months later (Heppner, 1999). Two groups of second year undergraduate nursing students undertook the study, treatment group (N=26) and comparison group (N=18). Results show a very significant finding between groups with the ?treatment group? out performing the ?comparison? group on summative and formative assessments. Arguably, this departure from traditional approaches to teaching will contribute to the present post-technocratic model of education, and to the conceptual understanding of MITA brain-based approaches to teaching and learning in third level nurse education.</td></tr></table>en_GB
dc.date.available2011-10-26T09:37:32Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:37:32Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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