Nursing Students’ Preferred Learning Styles
Background and purpose: Learning style is the processing of information and comprehension. If teachers present contents in a style that matches a student’s preferred learning style, academic performance and success will improve. If content retention improves it will result in an increase in the
test scores. It is also important to determine if students, as a group, fit into a particular style or a particular cycle as they move through an educational program.
Methods: The study is a descriptive analytical research. Nursing Students at Isfahan Medical Sciences University completed a questionnaire formulated to assess learning styles. Analysis of variance was used to investigate the possible relationship between learning cycle and student’s grades in the curriculum (i.e. freshman, sophomore, junior, or senior). Cross tabulation was used to test for a relationship between learning style and student academic year of study in the curriculum.
Results: 294 students received the Kolb LSI questionnaire. The data demonstrated that juniors preferred a converger learning style and the senior students were in the abstract conceptualization cycle of learning. There were no relationships demonstrated between other groups in the study.
Conclusion: The junior and senior students appear to prefer the stage of learning involving thinking and problem analysis. When a group of students demonstrate a preference for particular learning style teachers can develop their curriculum along their learning style
Key words: LEARNING STYLES, NURSING STUDENTS, FRESHMAN, SOPHOMORE, JUNIOR, SENIOR
Cavanagh S. The assessment of student nurse learning style using the Kolb learning styles Inventory. J Nurse Educ Today 1995;(15): 181-7
Vanwynen E. Information processing style: One size doesn’t fit all. Nurse Educator1997; 22(5): 44.
Diaz, DP, and Cartnal, R.B. Student’s learning styles in two classes: Online distance learning and equivalent on-campus. College Teaching 1999; 47(4): 130-5.
Rakoczy M, Money Sh. Learning styles of Nursing students: A 3 years cohort longitudinal study. J Professional Nurs 1995; 3(3):170-4.
Ridley JM, Laschinger S. The effect of a senior preceptorship on the adaptive competencies of community college nursing student. J Advanced Nurs 1995; 22: 58-65.
Hartman, VF. Teaching and Learning Style Preferences: Transitions through Technology. VCCA Journal: 9(2): 18-20.
Campeau, AG. Distribution of learning styles and preferences for learning environment characteristics among emergency medical care assistants in Ontario, Canada. Prehospital and Disaster Medicine 1997; 13(1).
Hardigan, PC, Cohen, SR. A comparison of learning styles among seven health professions: implications for optometric education. The Internet Journal of Allied Health Sciences and Practice: 1(1).
Healey M, Jenkins A. Kolb’s Experiential Learning Theory and Its Application in Geography in Higher Education. J Geography 2000; 99: 185-95.
Viola D. Learning styles of Chinese Nursing faculty and career choice preferences. J Nurs Educ 1992;17:230.
.Willcoxson L. The four stages of the learning cycle and your learning strengths. Western Australia: Mourdoch University. 1998; 1-10.
Felder RM, Henriques ER. Learning and teaching styles in foreign and second language education. Foreign Language Annals 1995; 28(1):21-31.
Quinn MF. The principles and practice of nurse education. London: Chapman and Hall; 1995.
Willcoxson M, Kolbs D. Learning style inventory: review and further study of validity and reliability. B J Educ Psych 1996;66:247-57.
Nagata JB. Student academic performance in nursing as a function of student and faculty learning style congruency. J Nurs Educ 1996; 35(2): 69-73.
Russian, C. Preferred learning styles for respiratory care students at Texas State University – San Marcos. The Internet Journal of Allied Health Sciences and Practice 2005; 3(4).
Copyright is the term used to describe the rights related to the publication and distribution of research. It governs how authors (as well as their employers or funders), publishers and the wider general public can use, publish and distribute manuscripts or books. Authors who publish their manuscripts or studies in the JME agree to release their manuscripts. Any previous introductory work on the same or similar subject by the same authors must be well referenced in the new submission and permission must be acquired from the original publisher.
* Copyright is a set of exclusive rights that belongs to a publication and distribution of research. It also guides authors, publishers and general users how to use, publish and distribute manuscripts.