Energizing the nursing lecture: Application of the theory of multiple intelligence learning

Nursing Education Perspectives

Volumn 27, Issue 4, 2006, Pages 194-196

  Amerson, Roxanne ^a  

^a CLEMSON UNIVERSITY   (United States)

Author keywords

Cognitive Strategies; Creativity; Learning Styles; Lecture Format; Multiple Intelligence; Nursing Education

Indexed keywords

ARTICLE; CREATIVITY; DECISION MAKING; EDUCATIONAL MODEL; HEALTH PERSONNEL ATTITUDE; HEALTH SERVICE; HUMAN; INTELLIGENCE; LEARNING; NURSING EDUCATION; NURSING STUDENT; ORGANIZATION AND MANAGEMENT; PERSONALITY; PROBLEM SOLVING; PSYCHOLOGICAL ASPECT; PSYCHOLOGICAL THEORY; PSYCHOLOGY; TEACHING;

ATTITUDE OF HEALTH PERSONNEL; CHOICE BEHAVIOR; CREATIVENESS; EDUCATION, NURSING, BACCALAUREATE; FACULTY, NURSING; HEALTH SERVICES NEEDS AND DEMAND; HUMANS; INTELLIGENCE; LEARNING; MODELS, EDUCATIONAL; PERSONALITY; PROBLEM SOLVING; PSYCHOLOGICAL THEORY; PSYCHOLOGY, EDUCATIONAL; STUDENTS, NURSING; TEACHING;

EID: 33747180351     PISSN: 15365026     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (9)

1. Gardner, H. (1983). Frames of mind. New York: Basic Books.
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4. Kallenbach, S., & Viens, J. (2004). Open to interpretation: Multiple intelligence theory in adult literacy education. Teachers College Record, 106(1), 58-66.
5. Nelson, K. (1998). Developing students' multiple intelligences. New York: Scholastic.
6. Denig, S. (2004). Multiple intelligences and learning styles: Two complementary dimensions. Teachers College Record, 106(1), 96-111.
7. Campbell, D. (2000). The Mozart effect for children: Awakening your child's mind, health, and creativity with music. New York: HarperCollins.
8. Hetland, L. (2000). Listening to music enhances spatial-temporal reasoning: Evidence for the "Mozart Effect." Journal of Aesthetic Education, 34, 105-48.
9. O'Hare, L. (2002). Effects of traditional versus learning-style presentations of course content in adult health nursing on the achievement and attitudes of baccalaureate nursing students. Unpublished doctoral dissertation, St. John's University, Queens, NY.