Learning style preferences of undergraduate nursing students.
ABSTRACT To determine the predominant learning style preferences of undergraduate nursing students.
A demographic questionnaire and Honey and Mumford's (2000a) learning styles questionnaire were administered to a purposive sample of 136 students.
A response rate of 81% (110) was obtained. The results are congruent with U.K. studies, which show that the reflector is the preferred learning style of undergraduate nursing students. A 'dual' learning style category was also identified.
A mismatch between teaching style and the learning styles of students has been found to have serious consequences. A variety of modes of teaching and learning should be used to meet the learning needs of students.
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ABSTRACT: Paramedics-in-training enter the service from a variety of academic backgrounds; this is similar to a pattern observed in the training of other allied health professions such as nursing. Given the diverse academic backgrounds of these students, the purpose is to investigate how an educator’s awareness of learning style preferences could help students to engage more deeply with the training material and reduce the pattern of shallow learning sometimes observed in these students because of the protocol-nature of certain aspects of the paramedic (and other allied health) courses. By encouraging paramedic trainers and allied health educators to become aware of the various tools available to assess learning style preferences, it is hoped that they would use a variety of teaching strategies when delivering their courses to encompass the many learning style preferences existing among their students. The hope is that by employing these strategies, educators can help students to study according to their learning style preferences, engage more deeply with the course content, and hence improve overall student outcomes for paramedics-in-training and all students in allied health programmes.The Internet Journal of Allied Health Sciences and Practice. 01/2014; 12(1).
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ABSTRACT: Language learning styles are considered one of the affective factors contributing to learners' learning outcome. The objectives of this study are twofold: to identify Thai learners' English learning style preferences and to determine the impact of three variables: gender, field of study and learning experiences on preferred learning styles. 262 Thai university students studying English as a foreign language randomly selected, participated in this study. A 30-item Perceptual Learning-Style Preference Questionnaire was administered to elicit information for the study. The results indicated that Thai EFL learners preferred auditory learning most, followed by kinesthetic, group, tactile, visual and individual learning, respectively. Among these three variables, field of study is the most significant factor affecting the choice of learning styles. However, no statistically significant difference was found in learning experience, or between the mean scores of male and female students in all of the six learning styles. The results have significant implications in that the description of language learning style contributes to a better understanding of how Thai learners learn English. Pedagogically, to be successful in English language teaching, teaching styles should be matched to students' learning styles. Materials and classroom activities should also be compatible with their learning styles to help learners improve learning outcome. In addition, the three variables identified were highlighting, shedding light on pedagogical implications and the awareness of individual differences in learning and teaching a language.
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ABSTRACT: Introduction: Learning style as a whole is less regarded in Nursing education. This study was conducted to explore, describe, and illustrate students' perceptions and experiences of learning style. The multiplicity feature of students' learning style in theoretical courses is presented in this article. Methods: In this qualitative study, 16 bachelor and master students in different academic semesters were selected through purposeful sampling and interviewed using deep and semi-structured interviews. All interviews were tape-recorded, transcribed and then analyzed using constant comparison based on Strauss and Corbin's method. Results: Students' learning style in theoretical courses as the main theme comprised 8 sub-themes including learning through question and answer learning through example, story, and objective instances (visualizing or exemplifying intellectually) observational or visual learning through organizing the content learning through practice and homework learning through active participation and cooperation learning through making to think and get motivated and, learning through listening and note-taking. Conclusion: Students make use of different learning styles or a combination of them based on the type of content, environment, and educational situation. Students' learning style is highly influenced by instructors teaching style who are more focused on their teaching style and completing their course syllabus. Nursing instructors, students, and curriculum planners could use the introduced styles in this study in order to modify and promote the quality of Nursing education. Keywords: Learning style, Theoretical lessons, Experiences, Nursing students, Nursing education.,Iranian Journal of Medical Education. 08/2009; 9(1):41-54.