Learning style preferences of undergraduate nursing students

University of Sao Paulo, Brazil.
Nursing standard: official newspaper of the Royal College of Nursing 04/2007; 21(32):35-41. DOI: 10.7748/ns2007.
Source: PubMed


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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    • "[8] There are several learning styles theories, but a range of theories from Kolb, [9] Honey and Mumford [10] and Meyer-Briggs [11] used in previous research into learning styles showed rather similar results: Insight into learning style preferences promotes learning of important nursing competencies. [12] [13] [14] [15] However, other authors warn about lack of evidence for this claim and worry about the risk that teachers label students and thereby reduce them to stereotypical learners. [16] [17] [18] Despite these inconsistencies, there seems to be a degree of truth in the efficacy of using learning styles theories, and further investigation is needed. "

    Full-text · Article · Sep 2015
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    • "Razak, & Azman, 2012; Joseph, 2000). This tendency of the learning environment is defined as learning styles (Rogers, 2009; Rassool, & Rawaf, 2007). "
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    • "According to Felder and Silverman (1988)., a " Learning Style " model " classifies students according to where they fit on a number of scales pertaining to the ways they receive and process information " while a " Teaching Style " model " classifies instructional methods according to how well they address the proposed learning style components " . While there has been significant research addressing the learning styles of both clinicians (Fleming et al.,1988; Frankel, 2008; Rassool and Rawaf, 2007) and engineers (Felder and Silverman, 1988) within their own fields, as well as investigations into the teaching of engineering curriculum to engineers (Felder et al., 2000), there is little pre-existing research on technical curriculum targeted at the clinical profession. To fill this gap, specifically in the area of 3D modelling and medical additive manufacturing, we had two general research questions: • In what ways do the learning styles of clinicians differ from those of engineers? "
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