Learning Style Adopted by Post Graduate Nursing Students of Selected Nursing Colleges of Dakshina Kannada and the Strategies to Improve the Learning Styles of Learners

2013 ◽  
Vol 5 (1) ◽  
pp. 54
Author(s):  
Daisy Josphine Lobo
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Post Graduate ◽  
Graduate Nursing

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 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 Relationship between Learning Styles and Academic Performance among Virtual Nursing Students: A Cross-Sectional Study

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Noushin Kouhan ◽  
Maryam Janatolmakan ◽  
Mansour Rezaei ◽  
Alireza Khatony
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Academic Failure ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
The Relationship

Background. The lack of attention of nursing professors to students’ learning styles can cause academic failure. The results of studies on the relationship between students’ learning style and academic achievement are contradictory. Therefore, this study was designed to investigate the relationship between VARK learning styles and academic performance among virtual nursing students. Methods. In this cross-sectional study, 237 virtual nursing students were enrolled by the convenience sampling method. The VARK learning styles questionnaire was used for data collection. The basis for determining academic performance was the grade point average(s) (GPA) of the previous semester(s). Students were divided into two groups based on their GPA, including strong (GPA ≥15) and weak (GPA ≤14.99) groups. Results. In both strong and weak groups, most of the subjects were unimodal (with a frequency of 92.9% and 78.5%, respectively), and the rest were multimodal. The most common learning styles in strong and weak students were kinesthetic (57.1%) and auditory (37.2%), respectively. The results of chi-square test did not show statistically significant differences between learning styles and academic performance of strong and weak students. Conclusion. There was no significant relationship between the dominant learning styles and academic performance of strong and weak students. However, nursing professors need to adapt their teaching methods to the students’ learning styles. More studies are recommended to shed more light on this area of research.

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 Descriptive Study of Nursing Students' Learning Styles. Case Study of the Professional Bachelor's Degree Cycle in Nursing of the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco

2020 ◽  
Vol 14 (1) ◽  
pp. 309-316
Author(s):  
Abderrahmane Lamiri ◽  
Rabia Qaisar ◽  
Driss Khoaja ◽  
Omar Abidi ◽  
Hind Bouzoubaa ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Quality Care ◽  
Teaching Style ◽  
Learning Difficulties ◽  
Teaching Staff ◽  
Educational Strategies ◽  
Nursing Educators

Background: Learning difficulties experienced by learners are among the most recurring problems in education and, without doubt, the most worrying. Thus, at the beginning of each year, we at the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco (ISPITSC) note the diversity of intrinsic characteristics in our students in the initial training of the Professional Bachelor's (PB) degree cycle in initial nursing training. We believe these characteristics are related to the varied difficulties of adaptation and learning encountered in the first year. However, a lack of knowledge of the learning styles adopted by our students prevents the teaching staff from detecting the difficulties encountered by the learners in assimilating new knowledge during the 3 years of their training course. The identification of these learning styles and subsequent readjustments in training would help improve the quality of training and guarantee an effective mobilisation of knowledge during various care activities, while allowing the acquisition of necessary skills in the context of quality care that meets the needs of patients. Objective: The objective of this study is to identify the learning styles of nursing students in the BP nursing cycle at ISPITS Casablanca in Morocco and to classify their origin and nature according to the typology described by Honey and Mumford. Methods: Our research used a diagnostic and screening instrument for learning styles developed by Honey and Mumford, the “Learning Style Questionnaire” (LSQ), an abbreviated French version of which (LSQ-Fa) has been translated by Fortin et al. A sample of 49 students received the data collection instrument. Results: The study obtained a response rate of 87.75% (43 students). The results are similar to the research that shows that reflector style is the preferred learning style of learners in PB nursing education. However, the study also identified an important category of students who have dual learning styles. Conclusion: Given the gap between learners' teaching style and learning style and its consequences for the assimilation of the knowledge provided, nursing educators should adapt their educational strategies to the particularities of their students in order to reduce learning difficulties and promote the effective mobilisation of knowledge in various complex learning situations.

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