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: It is important for nursing faculty to consider the variability in learning style among nursing students. The researchers sought to compare differences in perceived learning benefits among nursing students who had different learning styles and in frequency of use of a virtual community learning intervention. METHOD Using a comparative approach, learning style was measured with the Kolb Learning Style Inventory. Frequency of use and benefit were measured with an exit survey. No differences in perceived benefit were found according to learning style. Subjects with frequent use of the virtual community reported significantly greater learning benefits than those with infrequent use, regardless of learning style. Also found was a statistically significant relationship between Kolb learning-style scores and race or ethnicity. All nursing students may potentially benefit from virtual community use. Sept 2013Nursing education perspectives 09/2013; 34(6):390-4. DOI:10.5480/11-526.1
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ABSTRACT: BACKGROUND: Nursing education now requires graduate entry for professional registration. The challenge is to ensure that students develop independence and team working in a resource effective manner. The dissertation is one opportunity for this. AIM: To evaluate changing from individual dissertation supervision to group peer supervision. METHODS: Group supervision was implemented for one cohort. Dissertation outcomes were compared with two previous cohorts. Student evaluative data was assessed. FINDINGS: Group supervision did not adversely affect dissertation outcomes (p=0.85). 88% of students reported peer supervision to be helpful, with themes being 'support and sharing', and 'progress and moving forward'. CONCLUSIONS: Peer group support provided consistent supervision harnessing the energy and resources of the students and Faculty, without adversely affecting outcomes.Nurse education today 06/2013; 34(4). DOI:10.1016/j.nedt.2013.05.006 · 1.46 Impact Factor
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ABSTRACT: This paper reports on the main findings of a longitudinal study of the learning styles of one cohort of undergraduate pre-registration nursing students at an Irish university. The Honey and Mumford (2000a) Learning Styles Questionnaire was administered to a sample of students in their first (n=202) and final year of study (n=166), the final sample number (58) was based on matched pairs. The most common dominant learning style in first year was the dual learning category (35%) while a large proportion of the students (53%) in their final year had no dominant learning style. The preferred learning style of students in their first (69%) and final (57%) year was reflector. Learning styles were significantly different at the two time points and there was a significant relationship between some learning styles and students' age but not with academic achievement. Total scores of all learning styles showed significant improvements across the two time points of the study. An important implication for nurse education practice is the need for nurse educators to be aware of students' learning styles and in an attempt to maximise students' learning potential, utilise a range of teaching and learning methodologies and assessments that develop all learning styles.Nurse education today 07/2011; 31(5):444-9. DOI:10.1016/j.nedt.2010.08.005 · 1.46 Impact Factor