Preferred Learning Styles of Retail Health Providers: A Pilot Quality Improvement Project
Abstract
Retail health clinics continue to expand in the United States and offer a vast array of services including treatment for both acute and chronic health care needs. The providers who staff the retail clinics must be efficient with evidenced-based practice guidelines to provide the best care for the numerous patients seeking this type of health care. The Knowles Adult Learning Theory explains that for learning to be most effective in adults, a preferred learning style should be acknowledged and then exercised with learning. Despite many resources and time spent providing educational resources to the providers practicing in retail health clinics, there is a gap in knowledge regarding the preferred learning modalities to improve learning effectiveness. The purpose of this quality improvement study is to test the theory of Knowles Adult Learning Theory to identify the providers in retail health setting's preferred learning style for effective competency learning of evidence-based guidelines. Quantitative data was collected through a researcher-developed survey within one organization specializing in family health and provides healthcare services to adults and children from 18 months and older. The organization chosen for this quality improvement project is most respected for offering convenient, affordable, and quality care. Implications into practice for this study include retail health organization educators improving the quality of learning provided to the retail health providers through identifying preferred learning styles to promote effective competency learning of evidence-based practice guidelines.Keywords: learning styles, adult learning, retail health, provider education
Subject Area
Nursing|Health care management|Education
Recommended Citation
Bechard, Meaghan, "Preferred Learning Styles of Retail Health Providers: A Pilot Quality Improvement Project" (2021). Doctoral Dissertations. AAI28491815.
https://digitalcommons.salve.edu/dissertations/AAI28491815
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