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

2.50
Hdl Handle:
http://hdl.handle.net/10755/163313
Category:
Abstract
Type:
Presentation
Title:
Exploring Multiple Intelligence Theory in the Context of Teaching and Learning in Undergraduate Nurse Education in Ireland
Author(s):
Denny, Margaret Mary
Author Details:
Margaret Mary Denny, RPN, RBT, RNT, BSc, PHDipCHSE, M. Phil, Waterford Institute of Technology, Waterford, Ireland, email: mdenny@wit.ie
Abstract:
Purpose: 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-centered approach, nurse education remains wedded to conventional teaching approaches that 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. Theoretical Framework: Epistemology, objectivism, Theoretical perspective and positivism. Methods (Design, Sample, Setting, Measures, Analysis): The research paradigm is non randomized 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 cohorts of second year undergraduate nursing students undertook the study, treatment group (N=26) and control group (N=18). Results: Results show a very significant finding between groups with the "treatment group" out performing the "control" group. Conclusions and Implications: 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:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2007
Conference Name:
19th Annual Scientific Sessions
Conference Host:
Eastern Nursing Research Society
Conference Location:
Providence, Rhode Island, USA
Description:
Conference theme: Building Communities of Scholarship and Research, held April 12-14, 2007 at The Westin Providence.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleExploring Multiple Intelligence Theory in the Context of Teaching and Learning in Undergraduate Nurse Education in Irelanden_GB
dc.contributor.authorDenny, Margaret Maryen_US
dc.author.detailsMargaret Mary Denny, RPN, RBT, RNT, BSc, PHDipCHSE, M. Phil, Waterford Institute of Technology, Waterford, Ireland, email: mdenny@wit.ieen_US
dc.identifier.urihttp://hdl.handle.net/10755/163313-
dc.description.abstractPurpose: 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-centered approach, nurse education remains wedded to conventional teaching approaches that 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. Theoretical Framework: Epistemology, objectivism, Theoretical perspective and positivism. Methods (Design, Sample, Setting, Measures, Analysis): The research paradigm is non randomized 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 cohorts of second year undergraduate nursing students undertook the study, treatment group (N=26) and control group (N=18). Results: Results show a very significant finding between groups with the "treatment group" out performing the "control" group. Conclusions and Implications: 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.en_GB
dc.date.available2011-10-27T11:05:15Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T11:05:15Z-
dc.conference.date2007en_US
dc.conference.name19th Annual Scientific Sessionsen_US
dc.conference.hostEastern Nursing Research Societyen_US
dc.conference.locationProvidence, Rhode Island, USAen_US
dc.descriptionConference theme: Building Communities of Scholarship and Research, held April 12-14, 2007 at The Westin Providence.en_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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