Several studies have found that learning styles differ based on gender, but others found no differences. There are no previous studies on gender differences in intentional learning styles. The purpose of this study, therefore, was to evaluate intentional learning style differences based on gender, demographics, and psychological characteristics. The participants were junior level nursing students in a research course in two different semesters. The Learning Orientation Questionnaire of Martinez (2006) was administered in February of 2018 and 2019 to participants (n=198) and analyzed using ANOVA. The LOQ score was significantly different between males and females (p= 0.013). Males had a mean of 2.76 + .89 SD (N=26) but females had an LOQ score of 2.40 + .52 SD (N=169). The LOQ score was not significantly different for students seeking different degrees (p= 0.16). 2nd Degree-seeking students had a mean of 2.43 + 0.37 SD (N=25), LPN-BSN students had a mean of 2.63 + 0.35 SD (N=2), Main BSN students had a mean of 2.44 + 0.62 SD (N=163), RN-BSN students had a mean of 2.5 + 0.70 SD (N=6). Other types of degrees had a mean of 3.5 + 0.35 SD (N=2). The LOQ score was not significantly different for distances that students had to travel to the nearest hospital (p=.54) Students with a distance of 15-30 minutes from their house had a mean of 2.5 + 0.67 SD (N=75). A distance of 30-45 minutes had a mean of 2.62 + 0.63 SD (N=15). A distance of 5-15 minutes had a mean of 2.42 + 0.54 SD (N=86) A distance of less than 5 minutes had a mean of 2.31 + 0.55 SD (N=12). A distance of greater than 45 minutes away had a mean of 2.29 + 0.45 SD (N=9). The LOQ score for the age of responders was not significantly different (p=0.71). Students who were 23 or less had a mean of 2.45+ 0.66 SD (N=103), students who are between 24-29 had a mean of 2.35 + 0.34 SD (N=15), students who are between the ages 30-39 had a mean of 2.63 + 0.38 SD (N=6), students who are older than 40 had a mean of 2.13 + 0.37 SD (N=4), students who preferred not the answer had a mean of 3.0 + SD not available (N=1). The conclusion is that males and females have varied intentional learning styles. This supports previous studies that found differences in learning style in medicals students and practicing nurses.

The fields of science, technology, engineering, and math (STEM) lay the groundwork for much of the innovation driving society forward. Despite the contributions of these fields to society, women are chronically underrepresented in STEM careers. Could one cause for this underrepresentation lie in how these subjects are taught in school? The purpose of our study was to explore how methods of presenting educational material may affect retention and motivation of students, especially women. We predict that by increasing the presented communal value of a scientific topic (that is, how the topic can be applied to help others), participants’ retention and scientific motivation will increase. University-enrolled participants completed online pre-tests of content knowledge and motivation, then were randomly assigned to read one of three versions of a brief scientific article: Control (basic information presented), Increased Communal Value, or Increased Communal Value with Related Images. Participants then completed a knowledge and motivation post-test. The results of this study are under analysis. Expected outcomes include a main effect for communal value on outcomes of science motivation and retention, as well as interaction effects for gender (such that communal value impacts females’, more than males’, motivation and retention).

The importance of self-care cannot be overstated in the field of social work, where practitioners are repeatedly exposed to high-stress and high-pressure situations and work directly with clients who have experienced trauma. Without sufficient preventative efforts, this facet of the field leads to job burn out and vicarious trauma (Wilson, 2016). Current research indicates that self-care is an important protective factor in preventing these negative impacts and enhancing professional satisfaction (Caurtero & Campos-Vidal, 2018; Lewis & King, 2019). Social work students consistently endorse high levels of stress due to the high volume of coursework combined with the field practicum experience (O’Neill, Slater, & Batt, 2019). Incorporating self-care education and practice into social work education is vital to preparing emergent social workers for success and longevity in the field. In response to this important problem, one social work faculty member offered a class assignment incorporating self-care in a meaningful way. MSW students conducted a case study, either using themselves or a first-year MSW student as the subject. They identified and tracked problem behaviors or emotions using evidence-based measurement tools and then implemented intervention techniques relating to self-care. This assignment served to not only recreate a clinical experience but also to encourage students to incorporate and measure the effects of self-care techniques. Satisfaction with study outcomes, motivation to continue the self-care intervention, and confidence level related to continuing were assessed at the end of the course. Study outcomes and continuation of interventions were re-assessed at a three-month follow-up. Fifteen MSW students completed the class assignment with eleven using themselves, and four choosing first-year MSW students, as subjects. All students (100%) were either satisfied or completely satisfied with their self-care study results; 77% indicated they were either motivated or completely motivated to continue their interventions with 55% responding they were either confident or completely confident they would continue their interventions. Of the eleven participants who participated in the three-month follow-up, 46% continued to decrease occurrences of their problem behaviors/emotions in comparison to their last reported rate of occurrence, 27% maintained consistent rates of occurrence, and 27% reported an increase in the rates of occurrence. All eleven participants stated that they still regularly utilize their interventions. Many social work students and faculty agree that self-care is important, but actual efforts to integrate realistic, meaningful educational opportunities encompassing self-care are missing from the curriculums. This study demonstrates that student self-care study and practice can be meaningfully incorporated as an engaging assignment, improving student well-being as well as in preparation for social work practice.