Learning style preferences of undergraduate nursing students
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.
Available from: Kirsten Nielsen
- " There are several learning styles theories, but a range of theories from Kolb,  Honey and Mumford  and Meyer-Briggs  used in previous research into learning styles showed rather similar results: Insight into learning style preferences promotes learning of important nursing competencies.     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.    Despite these inconsistencies, there seems to be a degree of truth in the efficacy of using learning styles theories, and further investigation is needed. "
Available from: Tze Kiong Tee
- "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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ABSTRACT: Learning styles and higher order thinking skills are an important aspect in teaching and learning especially at higher education institutions. The purpose of this research was to analysis the disparity in learning styles on the level of higher order thinking skills (HOTS) among technical students. A total of 375 technical students from four technical universities in Malaysia were randomly selected as samples. The Kolb Learning Styles Inventory and a set of questionnaires adapted from Marzano Rubrics for Specific Task or Situations were used as research instruments. This is a quantitative research and the gathered data was analyzed using SPSS software. The findings indicated that the most dominant learning style among technical students is Doer. The findings also depict none of the students perceived their thinking skills’ levels to be high. Only four Marzano HOTS, namely comparing, inductive reasoning, deductive reasoning and investigation are rated at the moderate level. On contrary, nine Marzano HOTS are rated as low. The Cramer V analysis showed that there is a very low relationship between Kolb Learning Styles and the level of 13 Marzano HOTS. Besides that, the findings revealed that there is statistically significant difference in Kolb Learning Styles on the level of 13 Marzano HOTS. However, only two Marzano HOTS are significant difference in Kolb Learning Styles. Therefore, the identification of learner's learning styles could serve as initial guide in developing more effective and conducive teaching-learning environment for learning HOTS.
Available from: Lauren Aquino Shluzas
- "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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ABSTRACT: This pilot study examines CAD software learning differences between a group of non-technical innovators (clinical nurses) and traditional CAD users (design engineers). This research was motivated by the rapid growth of digital fabrication methods and the proliferation of low cost, semi-professional CAD software, both of which have reduced prototyping barriers for innovators outside of professional design. The study's methodology consisted of (i) a pre-test survey to assess each subject's degree of computer usage and confidence in 3D modeling, (ii) the completion of a CAD tutorial on a laptop, and (iii) an interview to record each participant's impressions of the design experience. Based on a mixed-methods analysis of qualitative and quantitative data, the study showed that the nursing cohort had both the strong motivation and technical ability to learn CAD software. However, their profession enforces a low tolerance for ambiguity or time inefficiency, making the traditional engineering methods of " explore and learn " inappropriate. The output of this study will be used to assemble an extensive experimental curriculum for nurse innovators interested in medical device design.
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