scholarly journals Nursing Students’ Perception of Their Learning Style

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Kristina Lisum ◽  
Sondang Ratnauli Sianturi
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Nursing Student ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Group Discussion ◽  
Analysis Data ◽  
Learning Goals ◽  
Nursing Educator

Identification and socialization about importance of nursing students’ learning style should be performed by nursing educator to achieve learning goals.  The purpose of this study is to explore nursing students’ perception of their learning style. Method of this study was qualitative with descritive interpretative design involving 10 nursing students, using purposive sampling. Students were divided into two groups, there were academic and profesion group continued by focus group discussion (FGD). The analysis data used  thematik analysis content with Collaizi method.  The results of this study  consists of five themes, namely : (1) easy and comfort ways to learn (2) variation of learning strategy at classroom and clinic   (3)  think, analyse about theory and use it at practice  (4) influence of passing the nurse national competency test   (5)  more profesional and contribute to nurses development. It was recommended to nurses educator at nursing school to identify sthrengthness of nursing student toward milenial learning style.  In order to improve learning outcome, nurse educator must combine variation  teaching strategy with nursing students’ learning style Keywords : learning, learning styles, nursing students, perception of nursing students.

Effects of Cooperative Learning Strategy on Undergraduate Kinesiology Students' Learning Styles

2005 ◽  
Vol 101 (2) ◽  
pp. 525-530 ◽  
Author(s):  
Harry J. Meeuwsen ◽  
George A. King ◽  
Rockie Pederson
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Strategy ◽  
Motor Behavior ◽  
Teaching Strategy ◽  
Convenience Sample ◽  
Team Based Learning ◽  
Student Learning Style ◽  
Dependent Learning

A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.

scholarly journals PELATIHAN E-LEARNING UNTUK MENGUATKAN PERAN DOSEN DALAM MENINGKATKAN MOTIVASI BELAJAR MAHASISWA KEPERAWATAN

2020 ◽  
Vol 4 (1) ◽  
pp. 241
Author(s):  
Kristina Lisum ◽  
Sondang Ratnauli Sianturi
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Learning Strategy ◽  
Positive Impact ◽  
Teaching Strategy ◽  
Face To Face ◽  
Technological Developments ◽  
E Learning

ABSTRAKPengabdian masyarakat ini bertujuan untuk meningkatkan pengetahuan  dan kemampuan seorang dosen, khususnya dosen keperawatan dalam memberikan suatu strategi mengajar yang disesuaikan dengan era digital, yaitu dengan penggunaan e-learning. Proses pembelajaran di institusi pendidikan tinggi, saat ini tidak hanya terbatas pada pertemuan atau tatap muka saja, tapi terus berkembang seiring dengan perkembangan teknologi. Dengan menggunakan strategi  pembelajaran e-learning, belajar dapat menembus ruang dan waktu sehingga diharapkan dapat meningkatkan motivasi belajar mahasiswa, khususnya mahasiwa keperawatan. Untuk itu solusi yang diberikan adalah memberikan suatu pelatihan kepada sekelompok dosen yang ada di salah satu institusi pendidikan keperawatan swasta di Jakarta Pusat. Pelatihan ini diberikan kepada dosen supaya dosen dapat menggunakan strategi mengajar e-learning  ini sehingga dapat memberikan dampak yang positif bagi mahasiswa keperawatan. Rencana tindak lanjut sebagai saran adalah  mengadakan pelatihan penggunaan strategi e-learning ini kepada mahasiswa keperawatan  di institusi tersebut dan adanya komitmen bersama dalam menggunakan e-learning sebagai salah satu strategi pembelajaran. Kata kunci : e-learning; motivasi belajar; strategi pembelajaran. ABSTRACTCommunity Service aims to increase the knowledge and ability of a lecturer, especially nursing lectures in providing a teaching strategy adapted to the digital era, namely the use of e-learning. The learning process in higher education institutions is currently not only limited to meetings or face to face, but continues to grow along with technological developments. By using e-learning learning strategies, learning can penetrate space and time so that it is expected to increase student motivation, especially nursing students. For this reason, the solution provided is to provide training to a group of lecturers in one of the private nursing education institutions in Central Jakarta. This training is given to lecturers so that lecturers can use this e-learning teaching strategy so that it can have a positive impact on nursing students. The follow-up plan as a suggestion is to hold training on the use of e-learning strategy for nursing student at the institution and the existence of a joint commitment to using e-learning as one of the learning strategies. Keywords : e-learning; learning motivation; learning strategy.

scholarly journals Effect of Flipped Classroom Approach in The Teaching of A Haematology Course

2021 ◽  
Author(s):  
Haitham Mohammed Habib Qutob
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Medical Laboratory ◽  
Average Grade ◽  
Active Learning Strategy

Abstract Background Flipped classroom is a teaching strategy used to enhance the engagement of students in the learning process. Replacing didactic lectures with active learning strategies through flipped classroom sessions fosters independence and the opportunity for students to engage in different passive learning styles. Although many studies of the flipped classroom approach have been conducted with medical students, few have focused on the effect of flipped classroom sessions on students in other medical professional fields. The aim of this study was to assess the effect of the flipped classroom approach on the performance of medical laboratory science students in a haematology course and their perception of the flipped classroom as an active learning strategy. In addition, students’ perceptions regarding the flipped classroom as an active learning strategy were assessed. Methods Of two cohorts in haematology courses, cohort 2 attended flipped classroom sessions, whereas cohort 1 underwent traditional class sessions. Students’ learning outcomes, achievements and performance on examinations in haematology courses were assessed. In addition, a satisfaction survey was distributed to the students to evaluate their perception of the flipped classroom as a student-centred learning strategy. Results Students in cohort 2 performed significantly better in the knowledge and cognitive domains than did those in cohort 1 (p < 0.001). Cohort 2 students completed the course successfully with an average grade of 81%, and few students received low grades; in comparison, cohort 1 students completed the course with an average grade of 73%, and 7 students received a grade of F. Of students in cohort 2, 83% believed that the flipped classroom provided a better understanding of the subject matter and appropriate knowledge and skills. Conclusion The results indicate the effectiveness of flipped classroom as an active learning style in enabling students to obtain desirable knowledge and improve their academic performance. Moreover, students recognised that the flipped classroom as an active leaning style was more beneficial than the traditional teaching approach.

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 Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

2016 ◽  
Vol 5 (2) ◽  
pp. 109 ◽  
Author(s):  
Nesreen AbuAssi ◽  
Hanan Alkorashy
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
The Self ◽  
Learning Approach ◽  
Self Directed Learning ◽  
King Saud University ◽  
Directed Learning

Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners’ needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study’s objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb’s learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study’s findings suggested that the majority of nursing students had a “Diverging” style of learning. The “self-control” subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of “self-management” and “desire for learning.” However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the self-directed learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students’ enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students’ learning needs effectively.

scholarly journals Teachers’ Perception on Students’ Learning Style and Their Teaching

2019 ◽  
Vol 7 (1) ◽  
pp. 11-19
Author(s):  
Agustrianita Agustrianita ◽  
Didi Suherdi ◽  
Pupung Purnawarman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Quantitative Research ◽  
Teaching Style ◽  
Group Discussion ◽  
English Teachers ◽  
Research Approach ◽  
Teachers Perceptions ◽  
Teaching Learning

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers’ perception on students’ learning styles can increase their awareness to design teaching methods that differentiate students’ learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students’ learning style, teaching style

scholarly journals When are nursing students on clinical placements ready to expand their learning repertoire?

2018 ◽  
Vol 8 (6) ◽  
pp. 10
Author(s):  
Marlene Holmberg ◽  
Bente K. Stisen ◽  
Sarah M. Grau ◽  
Kirsten Nielsen
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
The Other ◽  
Clinical Placements ◽  
The Third ◽  
New Learning ◽  
Learning Research

Learning styles indicate an individual’s preferred way of learning. Research suggests that it is important for students on clinical placements to begin the learning process with the preferred learning style and subsequently develop their ability to use other styles and become more balanced learners. What is unknown is when baccalaureate nursing students are ready to develop the other learning styles, and what facilitates such an expansion in their learning style repertoire? This is important, because students need to develop the abilities to learn both by acting and by deepen their knowledge of theory to meet the requirements of the nursing profession. An American study found that operating room students felt confident to adopt new learning styles by the third week of clinical placements. No studies to date have retrieved a similar pattern of readiness to expand learning style repertoire among nursing students. Therefore, the aim of this study was to investigate when students are ready to expand their learning style repertoire in a Baccalaureate Nursing Programme and to investigate the factors that influence such an expansion. Data were generated through participant observations and interviews. The findings indicated that students were ready in different weeks, and that interaction with nurses, the context, and the type of ward in the clinical placement were crucial factors for students to be able to expand their repertoire. The conclusion was that both students and preceptors need to be ready before students can adopt and develop other learning styles.

Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Barbara Sinclair ◽  
Karen Ferguson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Nursing Practice ◽  
Learning Strategy ◽  
Intervention Group ◽  
Control Group

In this article, the results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented. Nursing students in an intervention group were exposed to a combination of lecture and simulation, and then asked to rate their perceptions of self-efficacy, satisfaction and effectiveness of this combined teaching and learning strategy. Based on Bandura's (1977, 1986) theory of self-efficacy, this study provides data to suggest that students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning.

Learning Styles: Impact on Knowledge and Confidence in Nursing Students in Simulation and Classroom

2016 ◽  
Vol 13 (1) ◽  
pp. 63-73 ◽  
Author(s):  
Jane D. Brannan ◽  
Anne White ◽  
Janice Long
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Strategies ◽  
Nursing Student ◽  
Nursing Practice ◽  
Visual Sensing ◽  
Index Of Learning Styles ◽  
Context Of Learning ◽  
Student Learning Styles

AbstractNurse Educators must develop nursing curriculum with engaging learning strategies that promote the knowledge and confidence needed for safe, effective nursing practice. Faculty should explore new methods of teaching that consider how students learn. Studies have shown mixed results regarding student learning styles, academic achievement, and development of confidence in nursing practice. An experimental study using Felder and Soloman’s (2004). Index of learning styles instrument was conducted to examine nursing student learning styles and their impact on confidence and knowledge in traditional and high fidelity simulation settings. Findings revealed students were more likely to have active, visual, sensing, and sequential learning styles. Student confidence or knowledge did not significantly differ among the learning styles in either simulation or traditional classroom methods. Awareness of learning styles may aid faculty in adapting engaging teaching strategies. Further research is needed with larger samples to identify best approaches to enhance student learning within the context of learning styles.

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