QUESTION_1: Gay (1996) notes six categories into which research falls that cover the qualitative/quantitative spectrum: "1) historical, 2) qualitative (qualitative approaches), 3) descriptive, 4) correlational, 5) causal-comparative, or 6) experimental (quantitative approaches)" (p. 11). Review the literature for each of these categories describing the benefits and limitations of each. Analyze the advantages and disadvantages of three of the categories for conducting research on a topic of your choice in the nursing education field.
Gay, L.R. (1996). Educational research: Competencies for analysis and application (5th ed.). Upper Saddle River, NJ: Merrill.
QUESTION_2: "Learning theories and educational frameworks/philosophies provide the structure that guides the selection of faculty-centered instructional strategies and student-centered learning activities" (Billings & Halstead, 2009, p. 192). Review and summarize three (3) learning theories that are appropriate for adult-focused nursing programs. Develop and critique a personal conceptual framework based on the theories reviewed and others you find appropriate for use in teaching strategies for adult nursing students.
Billings, D.M. & Halstead, J.A. (2009). Teaching in nursing: A guide for faculty. St. Louis: Saunders Elsevier.
QUESTION_3: "Because teachers and learners are adult peers, there is a widely held view that the relationship between teachers and adult learners should be participative and democratic and characterized by openness, mutual respect, and equality" (Tennant & Pogson, 1995, p. 171). Review the literature regarding the relationships/responsibilities between faculty and adult learners. Recommend and appraise a training process for new adjunct faculty covering the relationship/responsibility between teachers and adult students.
Tennant, M. & Pogson, P. (1995). Learning and change in the adult years: A developmental perspective. San Francisco: John Wiley & Sons.
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