Learning styles of nursing graduate students enrolled in a master's degree program

Abstract

OBJECTIVE: The purpose of this study was to identify the learning styles of nursing graduate students enrolled in a master's degree program at a public USA university. METHODS: The study was guide by the individual and social constructivism framework. Data were collected with a personal data sheet and with the Inventory of Learning Process-Revised (ILP-R), coded and entered into the Statistical Package for the Social Science (SPSS) data processor. RESULTS: Although there were no statistical significant differences between graduate student regarding learning styles, the study's findings suggest a trend toward elaborative, in depth, and student-centered learning styles. The least used learning style was the methodical approach or literal memorization. In addition, there were positive relationships between and among sub-scales of the ILP-R. CONCLUSION: The findings of this study might be useful to nursing faculty because they provide some insights about the learning styles to which nursing graduate students are more likely to adhere.

The psychometric properties of the Persian version of the MUSIC Model of Academic Motivation Inventory among nursing students

“…Highly motivated nursing students have fewer academic dropouts (Sharififard et al, 2016;Zhang et al, 2015). A positive and significant relationship has been reported between academic motivation and academic self-esteem in nursing students (Moura, 2006). Also, the motivation of nursing students has shown a positive and significant relationship with their professional commitment (Nesje, 2015).…”