scholarly journals Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia

2015 ◽  
Vol 12 ◽  
pp. 42
Author(s):  
Abdolghani Abdollahimohammad ◽  
Rogayah Ja’afar
Keyword(s):  
Nursing Students ◽  
Linear Regression ◽  
Learning Styles ◽  
Cultural Values ◽  
Learning Style ◽  
Power Distance ◽  
Linear Regression Analysis ◽  
Negative Relationship ◽  
Full Time ◽  
Forward Selection

Purpose: The goal of the current study was to identify associations between the learning style of nursing students and their cultural values and demographic characteristics. Methods: A non-probability purposive sampling method was used to gather data from two populations. All 156 participants were female, Muslim, and full-time degree students. Data were collected from April to June 2010 using two reliable and validated questionnaires: the Learning Style Scales and the Values Survey Module 2008 (VSM 08). A simple linear regression was run for each predictor before conducting multiple linear regression analysis. The forward selection method was used for variable selection. P-values ≤0.05 and ≤0.1 were considered to indicate significance and marginal significance, respectively. Moreover, multi-group confirmatory factor analysis was performed to determine the invariance of the Farsi and English versions of the VSM 08. Results: The perceptive learning style was found to have a significant negative relationship with the power distance and monumentalism indices of the VSM 08. Moreover, a significant negative association was observed between the solitary learning style and the power distance index. However, no significant association was found between the analytic, competitive, and imaginative learning styles and cultural values (P>0.05). Likewise, no significant associations were observed between learning style, including the perceptive, solitary, analytic, competitive, and imaginative learning styles, and year of study or age (P>0.05). Conclusion: Students who reported low values on the power distance and monumentalism indices are more likely to prefer perceptive and solitary learning styles. Within each group of students in our study sample from the same school the year of study and age did not show any significant associations with learning style.

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.

Why Students Should Be Taught Differently: Learner Characteristics, Learning Styles and Simulation Performance

2021 ◽  
pp. 104687812110658
Author(s):  
Bindu Kulkarni ◽  
Ranjan Banerjee ◽  
Rajasekaran Raghunathan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Reflective Learning ◽  
Outcome Variable ◽  
Full Time ◽  
Business Simulation ◽  
Older Students ◽  
Learner Characteristics ◽  
Simulation Performance ◽  
Business Simulations

Background Business simulation as an instructional tool helps in developing integrative thinking and decision making skills. It is being taught to audiences who differ considerably in age, work experience (learner characteristics) and learning styles. The use of simulations is likely to grow further with advancements in internet technology and the fact that simulations are very amenable to remote modes of instruction. Aim This study aims to assess how learner characteristics and learning styles impact business simulation performance. It further assesses the combined effect of learner characteristics and learning styles on performance in business simulations, we specifically consider the manner in which learning styles moderate the impact of learner characteristics (age) on simulation performance. Method The study was conducted with 605 students of full time MBA and executive MBA programs with age group varying from 21 years to 53 years. They were taught using the same business simulation by CAPSIM. The learning styles were measured using Felder-Solomon’s instrument ‘Index of learning style’. Regression analysis was conducted with predictor variables of learner characteristics and learning styles and outcome variable of simulation performance. The moderating effect of specific learning styles on learner characteristics was identified. Results The findings indicate that age is a significant predictor of simulation performance (younger, tech savvy students do better). Also, the use of reflective learning style enables better performance in business simulations. Older students are able to draw on experience and benefit more from reflective learning, for business simulations which involve integration across functions. Conclusion The study enhances our conceptual understanding of the factors enabling performance in business simulations and provides specific direction on how instructors must adapt facilitation approaches for different age groups of participants. Reflection is important for learning with business simulations; hence, the reflective learning style should be encouraged particularly among older students.

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 Effects of anthelminthic of ethanol extract of basil (Ocimum americanum) leaf against Ascaris suum death in vitro

2011 ◽  
Vol 9 (1) ◽  
pp. 1-6
Author(s):  
OKKIE MHARGA SENTANA ◽  
SRI HARYATI ◽  
YUL MARIYAH
Keyword(s):  
Linear Regression ◽  
Ascaris Suum ◽  
Linear Regression Analysis ◽  
Negative Relationship ◽  
Sampling Technique ◽  
Ethanol Extract ◽  
Probit Analysis ◽  
Control Group ◽  
Ocimum Americanum

Sentana OM, Haryati S, Mariyah Y. 2011. Effects of anthelminthic of ethanol extract of basil (Ocimum americanum) leaf against Ascaris suum death in vitro. Biofarmasi 9: 1-6. This research aimed to examine the relationship between the ethanol extract of basil leaf against Ascaris suum mortality rate in vitro. This study was a laboratory experiment with a research design of the post-test with controlled group design. The samples were Ascaris suum Goeze that still actively moved and obtained from pig intestines. The sampling technique used was a purposive sampling by equating the type and the length of worms, and it did not distinguished for the sex of worms. The subjects were divided into five groups, each group consisted of 5 worms and repeated in 6 times. The control group contained 25 mL of physiological saline solution and 25 mL pyrantel pamoate 5 mg/mL. Three other groups contained basil leaves extracts consisted of various concentrations, i.e. 30%, 40% and 50%. The number of dead worms was counted every 2 hours until all the worms in the group died. The data were analyzed by using a linear regression analysis and a probit analysis. Simple linear regression statistical test showed a significance correlation at 0.000 with 0.837 correlation coefficient was negative, R square 0.701, in which the significant correlation <0.05 or the value of 37.565 with a significance of means, there was a negative relationship between the length of time of death of worms with large concentrations of basil extract. Analysis using a probit analysis obtained LC50 at a concentration of 40% and LT50 at a concentration of 40% was 2 hours. The ethanol extract of basil leaf could affect the death of A. suum in vitro with LC50 at a concentration of 40% and LT50 at a concentration of 40% was 2 hours.

scholarly journals PENGARUH MOTIVASI BELAJAR, GAYA BELAJAR, DAN LINGKUNGAN BELAJAR PADA HASIL BELAJAR EKONOMI DI SMA NEGERI 1 WRINGINANOM GRESIK

2017 ◽  
Vol 2 (2) ◽  
pp. 142
Author(s):  
Muhammad Miftah Farid
Keyword(s):  
Linear Regression ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Style ◽  
Total Sample ◽  
Learning Motivation ◽  
Analysis Method ◽  
Regression Techniques

This study aims to analyze the influence of learning motivation, learning styles and learning environments on learning outcomes economy partially or simultaneously. The population in this study is IPS students a total of 314 people and a total sample of 153 students in SMA Negeri 1 Wringinanom Gresik. The data collection techniques used were questionnaires and documentation. Analysis method using multiple linear regression techniques. The results showed that the learning motivation, learning style and learning environment partially positive significant effect on learning outcomes. Learning motivation, learning style and the learning environment simultaneously positive significant effect on learning outcomes

Brick in the wall? Linking quality of debriefing to participant learning in team training of interprofessional students

2021 ◽  
pp. bmjstel-2020-000685
Author(s):  
John T Paige ◽  
Deborah D Garbee ◽  
Qingzhao Yu ◽  
John Zahmjahn ◽  
Raquel Baroni de Carvalho ◽  
...  
Keyword(s):  
Nursing Students ◽  
Linear Regression ◽  
Interprofessional Education ◽  
Linear Regression Analysis ◽  
Univariate Analysis ◽  
Team Training ◽  
Adaptive Communication ◽  
Undergraduate Nursing ◽  
Simulation Based

BackgroundThe evidence for the conventional wisdom that debriefing quality determines the effectiveness of learning in simulation-based training is lacking. We investigated whether the quality of debriefing in using simulation-based training in team training correlated with the degree of learning of participants.MethodsForty-two teams of medical and undergraduate nursing students participated in simulation-based training sessions using a two-scenario format with after-action debriefing. Observers rated team performance with an 11-item Teamwork Assessment Scales (TAS) instrument (three subscales, team-based behaviours (5-items), shared mental model (3-items), adaptive communication and response (3-items)). Two independent, blinded raters evaluated video-recorded facilitator team prebriefs and debriefs using the Objective Structured Assessment of Debriefing (OSAD) 8-item tool. Descriptive statistics were calculated, t-test comparisons made and multiple linear regression and univariate analysis used to compare OSAD item scores and changes in TAS scores.ResultsStatistically significant improvements in all three TAS subscales occurred from scenario 1 to 2. Seven faculty teams taught learners with all scores ≥3.0 (except two) for prebriefs and all scores ≥3.5 (except one) for debriefs (OSAD rating 1=done poorly to 5=done well). Linear regression analysis revealed a single statistically significant correlation between debrief engagement and adaptive communication and response score without significance on univariate analysis.ConclusionsQuality of debriefing does not seem to increase the degree of learning in interprofessional education using simulation-based training of prelicensure student teams. Such a finding may be due to the relatively high quality of the prebrief and debrief of the faculty teams involved in the training.

scholarly journals Effect of Partial Sick Leave on Sick Leave Duration in Employees with Musculoskeletal Disorders

2019 ◽  
Vol 30 (2) ◽  
pp. 203-210
Author(s):  
Lisa C. Bosman ◽  
Jos W. R. Twisk ◽  
Anna S. Geraedts ◽  
Martijn W. Heymans
Keyword(s):  
Linear Regression ◽  
Sick Leave ◽  
Musculoskeletal Disorders ◽  
Linear Regression Analysis ◽  
Full Time ◽  
Linear Regression Models ◽  
Kaplan Meier ◽  
Routinely Collected Health Data ◽  
Secondary Results ◽  
Initial Results

Abstract Objective This study determined if partial sick leave was associated with a shorter duration of sick leave due to musculoskeletal disorders (MSD) based on routinely collected health data in Dutch sick-listed employees. Furthermore, the effect of timing of partial sick leave on sick leave duration was determined. Methods This cohort study consisted of 771 employees with partial sick leave and 198 employees with full-time sick leave who participated in an occupational health check, and had sick leave due to MSD for minimally 4 weeks and were diagnosed by an occupational physician. Multivariable linear regression models were performed to determine the effects of partial sick leave (unadjusted and adjusted for confounders and MSD diagnosis) and Kaplan–Meier curves were presented for visualization of return to work for different timings of starting partial sick leave. Furthermore, linear regression analysis were done in subsets of employees with different minimal durations of sick leave to estimate the effects of timing of partial sick leave. Results Initial results suggest that partial sick leave was associated with longer sick leave duration, also when adjusted for confounders and sick leave diagnosis. Secondary results which accounted for the timing of partial sick leave suggest that partial sick leave had no effect on the duration of sick leave. Conclusion Partial sick leave does not influence MSD sick leave duration in this study when accounting for the timing of partial sick leave.

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.

scholarly journals Are learning style preferences of health science students predictive of their attitudes towards e-learning?

2009 ◽  
Vol 25 (4) ◽  
Author(s):  
Ted Brown ◽  
Maryam Zoghi ◽  
Brett Williams ◽  
Shapour Jaberzadeh ◽  
Louis Roller ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Linear Regression Analysis ◽  
Health Science ◽  
Science Students ◽  
Health Science Students ◽  
Learning Style Preferences ◽  
E Learning ◽  
Students Attitudes ◽  
Style Preferences

<span>The objective for this study was to determine whether learning style preferences of health science students could predict their attitudes to e-learning. A survey comprising the </span><em>Index of Learning Styles</em><span> (ILS) and the </span><em>Online Learning Environment Survey</em><span> (OLES) was distributed to 2885 students enrolled in 10 different health science programs at an Australian university. A total of 822 useable surveys were returned generating a response rate of 29.3%. Using </span><em>SPSS</em><span>, a linear regression analysis was completed. On the ILS Active-Reflective dimension, 44% of health science students reported a preference as being active learners, 60% as sensing learners, and 64% as sequential learners. Students' attitudes toward e-learning using the OLES showed that their </span><em>preferred</em><span> scores for all 9 subscales were higher than their </span><em>actual</em><span> scores. The linear regression analysis results indicated that ILS learning styles accounted for a small percentage of the OLES </span><em>actual</em><span> and </span><em>preferred</em><span> subscales' variance. For the OLES </span><em>actual</em><span> subscales, the ILS Active-Reflective and Sensing-Intuitive learning style dimensions were the most frequent predictors of health science students' attitudes towards e-learning. For the OLES </span><em>preferred</em><span> subscales, ILS Active-Reflective and Sequential-Global learning style dimensions accounted for the most frequent source of variance. It appears that the learning styles of health science students (as measured by the ILS) can be used only to a limited extent as a predictor of students' attitudes towards e-learning. Nevertheless, educators should still consider student learning styles in the context of using technology for instructional purposes.</span>

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