Learning style preferences of Australian accelerated postgraduate pre-registration nursing students: A cross-sectional survey

2018 ◽  
Vol 28 ◽  
pp. 280-284 ◽  
Author(s):  
Lisa McKenna ◽  
Beverley Copnell ◽  
Ashleigh E. Butler ◽  
Rosalind Lau
Keyword(s):  
Nursing Students ◽  
Learning Style ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Style Preferences

scholarly journals EFFECT OF GENDER ON LEARNING STYLE PREFERENCES OF NURSING STUDENTS IN SOME INSTITUTIONS IN EDO STATE, NIGERIA

2021 ◽  
Vol 2 (2) ◽  
pp. 01-11
Author(s):  
R.E. Esewe ◽  
M. E. Ogunleye
Keyword(s):  
Nursing Students ◽  
Learning Style ◽  
P Value ◽  
Extensive Literature ◽  
Cross Sectional Survey ◽  
Learning Style Preferences ◽  
Parametric Data ◽  
Concrete Experience ◽  
Edo State ◽  
Style Preferences

Nursing previously a female-dominated profession is beginning to see a handful of male entrants. Students often ask questions in class concerning their learning styles. This study investigated learning style preferences based on gender. A descriptive cross-sectional survey research design with the aid of a self-administered questionnaire was applied to investigate 206 nursing students from 2 institutions in Edo State, Nigeria. The instrument used for the study, the questionnaire was validated by extensive literature search based on study objectives and consultation with 2 experts; 1 in measurement and evaluation in educational studies and another in nursing science with expertise in mental health nursing. Reliability was through the use of an adapted instrument by Kolb. Data were analyzed with Statistical Package for Social Sciences (SPSS) version 21 in tables and percentages.  Chi-square statistical technique was used to analyse the non-parametric data at a significance level of 0.05. Findings revealed that 52(36.1%) of the respondents were female convergers while 12(27.1%) were male divergers. There are 8(16.7%) male assimilators and 28(19.4%) female accommodators respectively. The females scored more on concrete experience such as watching videos or fieldwork, with a mean and Standard Deviation of 40.15±5.80 while the males had 9.24±5.98, with a p-value of 0.026 indicating that this was statistically significant. The only concrete experience was significant while reflective observation, abstract conceptualization and active experimentation were not significant. The study concludes that students have their own preferred way to recognize, retain and retrieve information irrespective of gender. It, therefore, recommends the development of comprehensive, up-to-date resources for learning such as a departmental library with internet facilities and the use of blended learning by nurse lecturers.

scholarly journals The learning style preferences of chiropractic students: A cross-sectional study

2014 ◽  
Vol 28 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Stephney Whillier ◽  
Reidar P. Lystad ◽  
David Abi-Arrage ◽  
Christopher McPhie ◽  
Samara Johnston ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Cross Sectional Study ◽  
Learning Preferences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Kinesthetic Learning ◽  
Style Preferences ◽  
Chiropractic Students

Objective The aims of our study were to measure the learning style preferences of chiropractic students and to assess whether they differ across the 5 years of chiropractic study. Methods A total of 407 (41.4% females) full-degree, undergraduate, and postgraduate students enrolled in an Australian chiropractic program agreed to participate in a cross-sectional survey comprised of basic demographic information and the Visual, Aural, Read/Write, Kinesthetic (VARK) questionnaire, which identifies learning preferences on four different subscales: visual, aural, reading/writing, and kinesthetic. Multivariate analysis of variance and the χ2 test were used to check for differences in continuous (VARK scores) and categorical (VARK category preference) outcome variables. Results The majority of chiropractic students (56.0%) were found to be multimodal learners. Compared to the other learning styles preferences, kinesthetic learning was preferred by a significantly greater proportion of students (65.4%, p < .001) and received a significantly greater mean VARK score (5.66 ± 2.47, p < .001). Conclusions To the best of our knowledge, this is the first time chiropractic students have been shown to be largely multimodal learners with a preference for kinesthetic learning. While this knowledge may be beneficial in the structuring of future curricula, more thorough research must be conducted to show any beneficial relationship between learning style preferences and teaching methods.

scholarly journals Learning Style Scales: a valid and reliable questionnaire

2014 ◽  
Vol 11 ◽  
pp. 22 ◽  
Author(s):  
Abdolghani Abdollahimohammad ◽  
Rogayah Ja’afar
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Survey Study ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Scree Plot ◽  
Undergraduate Nursing ◽  
Style Preferences

Purpose: Learning-style instruments assist students in developing their own learning strategies and outcomes, in eliminating learning barriers, and in acknowledging peer diversity. Only a few psychometrically validated learning-style instruments are available. This study aimed to develop a valid and reliable learning-style instrument for nursing students. Methods: A cross-sectional survey study was conducted in two nursing schools in two countries. A purposive sample of 156 undergraduate nursing students participated in the study. Face and content validity was obtained from an expert panel. The LSS construct was established using principal axis factoring (PAF) with oblimin rotation, a scree plot test, and parallel analysis (PA). The reliability of LSS was tested using Cronbach’s α, corrected item-total correlation, and test-retest. Results: Factor analysis revealed five components, confirmed by PA and a relatively clear curve on the scree plot. Component strength and interpretability were also confirmed. The factors were labeled as perceptive, solitary, analytic, competitive, and imaginative learning styles. Cronbach’s α was > 0.70 for all subscales in both study populations. The corrected item-total correlations were > 0.30 for the items in each component. Conclusion: The LSS is a valid and reliable inventory for evaluating learning style preferences in nursing students in various multicultural environments.

scholarly journals Correlations Between Clinical Judgement and Learning Style Preferences of Nursing Students in the Simulation Room

2015 ◽  
Vol 8 (6) ◽  
pp. 1 ◽  
Author(s):  
Karin Hallin ◽  
Marie Haggstrom ◽  
Britt Backstrom ◽  
Lisbeth Kristiansen
Keyword(s):  
Nursing Students ◽  
Learning Style ◽  
Cognitive Learning ◽  
Personal Characteristics ◽  
Group Processes ◽  
Clinical Judgement ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Productivity Environmental Preference Survey ◽  
Style Preferences

<p><strong>BACKGROUND: </strong>Health care educators account for variables affecting patient safety and are responsible for developing the highly complex process of education planning. Clinical judgement is a multidimensional process, which may be affected by learning styles. The aim was to explore three specific hypotheses to test correlations between nursing students’ team achievements in clinical judgement and emotional, sociological and physiological learning style preferences.</p> <p><strong>METHODS: </strong>A descriptive cross-sectional study was conducted with Swedish university nursing students in 2012–2013. Convenience sampling was used with 60 teams with 173 nursing students in the final semester of a three-year Bachelor of Science in nursing programme. Data collection included questionnaires of personal characteristics, learning style preferences, determined by the Dunn and Dunn Productivity Environmental Preference Survey, and videotaped complex nursing simulation scenarios. Comparison with Lasater Clinical Judgement Rubric and Non-parametric analyses were performed.</p> <p><strong>RESULTS:</strong> Three significant correlations were found between the team achievements and the students’ learning style preferences: significant negative correlation with ‘Structure’ and ‘Kinesthetic’ at the individual level, and positive correlation with the ‘Tactile’ variable. No significant correlations with students’ ‘Motivation’, ‘Persistence’, ‘Wish to learn alone’ and ‘Wish for an authoritative person present’ were seen.<em> </em></p> <p><strong>DISCUSSION &amp; CONCLUSION:</strong> There were multiple complex interactions between the tested learning style preferences and the team achievements of clinical judgement in the simulation room, which provides important information for the becoming nurses. Several factors may have influenced the results that should be acknowledged when designing further research. We suggest conducting mixed methods to determine further relationships between team achievements, learning style preferences, cognitive learning outcomes and group processes.</p>

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

scholarly journals Learning Style Preferences among Pre-clinical Medical Students in a Public University in Pahang

2018 ◽  
Vol 17 (2) ◽  
Author(s):  
Nurjasmine Aida Jamani ◽  
Karimah Hanim AbdAziz ◽  
Hanis Syazana Che Ab Karim ◽  
Fatma Azzahraa Nizar ◽  
Husna Najihah Dzulkarnain ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Style ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Public University ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Bivariable Analysis ◽  
Medical Educators ◽  
Style Preferences

Educational experts affirm that students prefer various type of learning preference. It is known that the learning style preferences vary among medical students worldwide. Knowing the types will help medical educators to improve their way of conveying lectures and teaching in a more effective learning environment. This study aims to describe the learning style preferences of pre-clinical medical students and the association with their socio-demography. This is a cross sectional study done among Year 1 and Year 2 pre-clinical year medical students in a public university in Kuantan Pahang. Medical students who fulfilled the inclusion and exclusion criteria were recruited using systematic random sampling. A validated learning style questionnaire (VARK) was used to assess their learning style. Descriptive statistics and bivariable analysis was used using SPSS version 23. A total of 166 pre-clinical year medical students participated in this study. The mean age was 21.3 (0.84). Majority of them were Malays (98.2%) and females (69.9%). Most of the students preferred unimodal learning style (80.0%) with the most preferred learning style preferences being kinaesthetic (39.1%). Bivariable analysis showed female students preferred kinesthetic learning style compared to male students (p=0.03). In this study, majority of the pre-clinical year medical students preferred ‘life-like’ learning experience in their study. Hence, we recommend that medical educators to be more aware of the varieties of learning style preferences in order to improve the quality of teaching and learning experiences.

scholarly journals The Learning Preferences among Nursing Students in the King Saud University in Saudi Arabia: A Cross-Sectional Survey

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Homood A. Alharbi ◽  
Adel F. Almutairi ◽  
Eyad M. Alhelih ◽  
Abdualrahman S. Alshehry
Keyword(s):  
Saudi Arabia ◽  
Nursing Students ◽  
Learning Style ◽  
Final Analysis ◽  
Learning Preferences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Common Learning

Objective.The present study aimed to identify the most common learning preferences among the nursing students in Saudi Arabia and to investigate the associations of certain demographic variables with the learning preferences.Methods.All the undergraduate nursing students in the nursing college were requested to participate in this descriptive cross-sectional study. An Arabic version of the Felder-Silverman learning style model (FSLSM) questionnaire was used to examine the learning preferences among undergraduate nursing students.Results.A total of 56 (43%) completed questionnaires were included in the final analysis. Results of the present study indicate that the most common learning preferences among the nursing students were visual (67.9%), followed by active (50%) and sequential (37.5%) learning preferences. The verbal style was the least common learning preference (3.6%) among the nursing students. There was no association between gender and learning preferences (p>.05).Conclusion.The present study concluded that the visual, active, and sequential styles are the commonest learning preferences among the nursing students. The nursing educators should emphasize the use of this information in their teaching methods to improve learning skills among the nursing students.

Does Learning Style Make a Difference on Student’s Academic Performance? Learning Style Preferences of Medical Students from University Tunku Abdul Rahman

2020 ◽  
pp. 33-40
Author(s):  
Kye Mon Min Swe ◽  
Kang Wayn Hann
Keyword(s):  
Medical Students ◽  
Learning Style ◽  
Practical Experience ◽  
Multimodal Learning ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Significant Difference ◽  
Sensory Preference ◽  
Style Preferences ◽  
Academic Year

Background: Learning preference is the effective and efficient modality or manner in which a learner has a natural preference to perceive process, store and recall new information. Learning style is the composite of cognitive, affective and physiological characteristics that indicate how a learner perceives, interacts and responds to the learning environment. Objectives: The objectives of the study were to assess the teaching and learning style preferences of medical students at UTAR by using VARK (Visual/Auditory/Reading/Kinesthetics) inventory questionnaires and to identify the different learning style preferences between gender and the academic year of medical education (pre-clinical year versus clinical year).  Methodology: This was a university-based cross-sectional study involving 235 students from year 1 to year 5 in University Tunku Abdul Rahman, Malaysia from December 2017 to December 2018. Students, selected via universal sampling, were given the VARK inventory questionnaires determine their preferences of learning style. Data were further analysed using SPSS (version 22.0, IBM).  Results: Of the 203 students (86.4%) who responded to the questionnaire, 62.1% of them were females while 80.3% of them were between 21-25 years of age. 86 students (42.4%) were from the preclinical phase while 117 (57.6%) were from the clinical phase. 70.4% of the students preferred studying alone to studying with a partner or group of friends (29.6%). Among them,157 medical students (77.3%) preferred multimodal learning style, with the most preferred mode trimodal which means combination of three sensory preference for example VAR or ARK, 35.67%, followed by quadrimodal which means combination of all four sensory preference for example VARK, 33.76% and bimodal which means combination of two sensory preference for example VA or AR, 30.57%. The remaining 46 students (22.7%) were unimodal learners (visual or auditory or reading or kinaesthetic) and 37% of them preferred kinesthetics which was learners prefer hands-on, practical experience. There was no significant difference in VARK modalities in terms of gender (p=0.39) and academic year (p=0.16).  Conclusion: In conclusion, majority of UTAR medical students preferred multiple modalities with trimodal being the most prevalent mode. Among unimodal learners, kinesthetics were the most preferred mode. There was no significant difference in VARK modalities in terms of gender and academic year.

scholarly journals Effect of preferred learning styles on academic achievements: A cross sectional descriptive study.

2021 ◽  
Vol 28 (11) ◽  
pp. 1673-1677
Author(s):  
Maryam Rao ◽  
Qudsia Umara Khan ◽  
Sana Akram ◽  
Wardah Anwar ◽  
Shazo Sana ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Descriptive Study ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Academic Achievements ◽  
Questionnaire Version ◽  
Style Preferences ◽  
Physiology Students

Objective: This study aims to find out the preferred mode of study for undergraduate Physiology students and effect of learning style preferences on academic achievements. Study Design: Cross Sectional, Descriptive study. Setting: Fatima Jinnah Medical University, Lahore. Period: December 2018 to June 19. Material & Methods: Total 170 undergraduate’s 2nd year MBBS Physiology students were included. The VARK questionnaire (Version 7.1) designed by Fleming was administered to 170 students after taking consent. This questionnaire is a valid tool to assess the learning style preferences of students. It consists of 16 questions having four options each and a scoring chart at the end, for the students to calculate their own scores. The aggregate percentage of periodic assessments throughout the academic year was defined as academic achievement. It was matched with their learning style preferences. A relationship between the learning style preferences and academic achievement was studied. Data was analyzed by using SPSS version 23.0. Results: Out of a total of 170 students, 73 (43%) preferred kinesthetic while 51(30%) preferred aural mode of learning. However, no association between learning style preferences and academic achievements could be found. Conclusion: The study concluded that the most preferred learning style among the M.B.B.S 2nd year Physiology students was kinesthetic. No significant association was found between the learning style preferences and academic achievement. Teaching modalities can be improved and incorporated according to students’ preferences.

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