scholarly journals Learning Style Preferences And Perceptions Of Undergraduate Nursing Students Upon Applying Web- Based Learning Modules.

2017 ◽  
Vol 06 (02) ◽  
pp. 68-74
Author(s):  
Sahar Mohamed Soliman
Keyword(s):  
Nursing Students ◽  
Learning Style ◽  
Web Based ◽  
Undergraduate Nursing Students ◽  
Learning Modules ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Web Based Learning ◽  
Style Preferences

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 Development and Evaluation of the Web-based Wound Care Course for Undergraduate Nursing Students

2006 ◽  
Vol 36 (8) ◽  
pp. 1324 ◽  
Author(s):  
Il Sun Ko ◽  
Jin Hee Park ◽  
Kyu Sook Kang ◽  
Shin Young Yook ◽  
In Ja Song ◽  
...  
Keyword(s):  
Nursing Students ◽  
Wound Care ◽  
Web Based ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Care Course ◽  
The Web

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 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.

Sign in / Sign up

Export Citation Format

Share Document