Focus on Adult Learners: Contract Learning in a Capstone Course of an Associate Degree Nursing Program

2.50
Hdl Handle:
http://hdl.handle.net/10755/156428
Type:
Presentation
Title:
Focus on Adult Learners: Contract Learning in a Capstone Course of an Associate Degree Nursing Program
Abstract:
Focus on Adult Learners: Contract Learning in a Capstone Course of an Associate Degree Nursing Program
Conference Sponsor:Sigma Theta Tau International
Conference Year:2006
Author:Hansen-Kyle, Linda L., RN, MS, CCM
P.I. Institution Name:University of San Diego and Grossmont Community College
Title:Adjunct Faculty, Grossmont College & PhD Candidate, University of San Diego
Co-Authors:Patricia Bradley, MEd, RN
Purpose: The purpose of this study was to evaluate the implementation of learning contracts for students in their final course (capstone course) in an Associate Degree Nursing Program in Southern California. Rationale: Goals of the capstone course include: development of leadership skills; responsibility for decision making; ability to function autonomously as an entry level nurse; and a commitment to self-directed life-long learning. Contract learning helps students develop a sense of ownership, involves learner responsibility, and individualizes student learning (Knowles, Holton, & Swanson, 2005). Theoretical Underpinnings: Learning contracts are an alternative way of structuring learning experiences to meet the needs of adult learners who are moving from didactic to facilitated learning (Knowles, 1986). Adults who learn on their own initiative learn more deeply and permanently and are highly self-directive (Knowles et al., 2005). Learning contracts provide a way of organizing learning on an individual basis (Harris 1996). Method: A learning contract was implemented in lieu of teacher developed grading criteria. Data were collected via surveys that were given pre and post contract implementation. Analysis/Results: Pre and post contract analysis of data were compared. Pre-contract analysis indicated students were unsure of the process, fearful of a new approach to evaluation, and expressed discomfort at assigning their own grade. Post-contract analysis indicated students believed that they had control of their own learning process, had less pressure to perform to external standards, and had less need to compete with others in the classroom. Some students did not like the responsibility of their own learning. Implications: The results of the research suggested that students were motivated and took responsibility for learning. Students have more control of their learning environment through contract learning. A recommendation from the study indicated that contract learning needs to be more competency based.
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.titleFocus on Adult Learners: Contract Learning in a Capstone Course of an Associate Degree Nursing Programen_GB
dc.identifier.urihttp://hdl.handle.net/10755/156428-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Focus on Adult Learners: Contract Learning in a Capstone Course of an Associate Degree Nursing Program</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">2006</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Hansen-Kyle, Linda L., RN, MS, CCM</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of San Diego and Grossmont Community College</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Adjunct Faculty, Grossmont College &amp; PhD Candidate, University of San Diego</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">kyleriders@sbcglobal.net</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Patricia Bradley, MEd, RN</td></tr><tr><td colspan="2" class="item-abstract">Purpose: The purpose of this study was to evaluate the implementation of learning contracts for students in their final course (capstone course) in an Associate Degree Nursing Program in Southern California. Rationale: Goals of the capstone course include: development of leadership skills; responsibility for decision making; ability to function autonomously as an entry level nurse; and a commitment to self-directed life-long learning. Contract learning helps students develop a sense of ownership, involves learner responsibility, and individualizes student learning (Knowles, Holton, &amp; Swanson, 2005). Theoretical Underpinnings: Learning contracts are an alternative way of structuring learning experiences to meet the needs of adult learners who are moving from didactic to facilitated learning (Knowles, 1986). Adults who learn on their own initiative learn more deeply and permanently and are highly self-directive (Knowles et al., 2005). Learning contracts provide a way of organizing learning on an individual basis (Harris 1996). Method: A learning contract was implemented in lieu of teacher developed grading criteria. Data were collected via surveys that were given pre and post contract implementation. Analysis/Results: Pre and post contract analysis of data were compared. Pre-contract analysis indicated students were unsure of the process, fearful of a new approach to evaluation, and expressed discomfort at assigning their own grade. Post-contract analysis indicated students believed that they had control of their own learning process, had less pressure to perform to external standards, and had less need to compete with others in the classroom. Some students did not like the responsibility of their own learning. Implications: The results of the research suggested that students were motivated and took responsibility for learning. Students have more control of their learning environment through contract learning. A recommendation from the study indicated that contract learning needs to be more competency based.</td></tr></table>en_GB
dc.date.available2011-10-26T14:46:22Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T14:46:22Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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