Learning Styles and Learning Approaches of Bachelor Nursing Students and its Relation to Their Achievement

Hala Gabr Mahmoud
Nursing Administration Department, Faculty of Nursing, Mansoura University, Egypt, Also affiliated to Faculty of Nursing, King Khalid University, KSA
Kawther Eltayeb Ahmed
Community Health Nursing, Faculty of Nursing, King Khalid University, KSA
Eman Abdo Ibrahim
Lecturer of Nursing Administration Department, Faculty of Nursing, King Khalid University, KSA

Abstract

Background: The nursing discipline is growing, and higher education in nursing aims to prepare students to develop their capabilities to become independent professionals with a lifelong learning, enabling them to adapt their knowledge in relation to advances in both nursing theory and practice. Today learning is the essential issue in training and strong lever in dealing with the social challenges considered the product of learning and enhancing knowledge and skills. So one of the important and effective factors of the learning is the learning style. Learning styles are not individual’s abilities but the preference of a person in receiving information. Understanding students’ learning styles is important because if educational materials and teaching styles are in line with learning styles, this can enhance learning and promote academic achievement. Aims: The present study aims to determine bachelor nursing students’ learning styles and its relation to their learning and academic achievement. Design: The study used descriptive correctional study. Methods: The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students, enrolled in the Faculty of Nursing from three levels of academic year, fourth, sixth, and eighth at the time of the study of the academic year 2018-2019 were included in the study (n= 117). Three tools were used for data collection namely; Learning Style Questionnaire (LSQ), The Revised two-factor Study Process Questionnaire (R-SPQ-2F)  and Retrospective Audit. Results: Based on the study findings of this study, it could be found that there was no significant relationship between overall learning style and approach of learning with nursing students’ achievement. While a significant relationship was proved between nursing student active/reflective learning style and nursing student achievement. The majority of the undergraduate nursing students at Faculty of Nursing, King Khalid University regards of their academic year showed Visual/Verbalis the most prefer learning style. Conclusions: It was concluded that learning is enhanced when active learning style and most nursing students preferred visual/verbal learning style. It is recommended to the developed further studies in other faculties of nursing in Saudi Arabia.

Abstract

Background: The nursing discipline is growing, and higher education in nursing aims to prepare students to develop their capabilities to become independent professionals with a lifelong learning, enabling them to adapt their knowledge in relation to advances in both nursing theory and practice. Today learning is the essential issue in training and strong lever in dealing with the social challenges considered the product of learning and enhancing knowledge and skills. So one of the important and effective factors of the learning is the learning style. Learning styles are not individual’s abilities but the preference of a person in receiving information. Understanding students’ learning styles is important because if educational materials and teaching styles are in line with learning styles, this can enhance learning and promote academic achievement. Aims: The present study aims to determine bachelor nursing students’ learning styles and its relation to their learning and academic achievement. Design: The study used descriptive correctional study. Methods: The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students, enrolled in the Faculty of Nursing from three levels of academic year, fourth, sixth, and eighth at the time of the study of the academic year 2018-2019 were included in the study (n= 117). Three tools were used for data collection namely; Learning Style Questionnaire (LSQ), The Revised two-factor Study Process Questionnaire (R-SPQ-2F)  and Retrospective Audit. Results: Based on the study findings of this study, it could be found that there was no significant relationship between overall learning style and approach of learning with nursing students’ achievement. While a significant relationship was proved between nursing student active/reflective learning style and nursing student achievement. The majority of the undergraduate nursing students at Faculty of Nursing, King Khalid University regards of their academic year showed Visual/Verbalis the most prefer learning style. Conclusions: It was concluded that learning is enhanced when active learning style and most nursing students preferred visual/verbal learning style. It is recommended to the developed further studies in other faculties of nursing in Saudi Arabia.

How to Cite
(1)
Mahmoud, H.; Ahmed, K.; Ibrahim, E. Learning Styles and Learning Approaches of Bachelor Nursing Students and Its Relation to Their Achievement. ijnd 2019, 9, 11-20.
Online First
Mar 3, 2019
Abstract Views
29
PDF Downloads
50
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Downloads

Download data is not yet available.
How to Cite
(1)
Mahmoud, H.; Ahmed, K.; Ibrahim, E. Learning Styles and Learning Approaches of Bachelor Nursing Students and Its Relation to Their Achievement. ijnd 2019, 9, 11-20.
Article reviewers
This site uses cookies to store user session data. OK