Paper
Wednesday, 19 July 2006
This presentation is part of : Unique Approaches to Nursing Education
Focus on Adult Learners: Contract Learning in a Capstone Course of an Associate Degree Nursing Program
Linda L. Hansen-Kyle, RN, MS, CCM, Nursing, University of San Diego and Grossmont Community College, El Cajon, CA, USA and Patricia Bradley, MEd, RN, Nursing, Grossmont College & University of San Diego, El Cajon, CA, USA.
Learning Objective #1: Identify the key concepts involved in contract learning.
Learning Objective #2: Describe how contract learning could be used in your specific practice setting.
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.

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