A prospective cohort study examining the preferred learning styles of acute care registered nurses

McCrow, Judy; Yevchak, Andrea; Lewis, Peter

doi:10.1016/j.nepr.2013.08.019

Cited by 17 publications

(36 citation statements)

References 30 publications

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“…Similar results were found in other studies with nurses and orthodontic residents, in which most were well-balanced between the active and reflective characteristics, and sequential and global learning. The largest number of individuals were categorized as preferring sensing, active and visual learning styles 4,15,23 . On the other hand, most of the undergraduate medical students were well-balanced across sensing/intuitive domains, and preferred the sequential learning style 5 .…”

Section: Discussionmentioning

confidence: 99%

“…In the last decade, education in the health sciences has been undergoing profound changes due to the incorporation of information and communication technologies, as well as active learning methods in the classroom. These educational changes are not a local phenomenon -they have been happening around the world, independently of cultural, social and economic situations [1][2][3][4][5] .…”

Section: Introductionmentioning

confidence: 99%

“…There are several validated instruments used to evaluate the learning styles of undergraduate and graduate students 4,14,15 . Examples of such tests include: Kolb's Learning Style Inventory 9 , the VARK survey 10,12,16 , and Felder and Soloman's Index Learning Style (ILS) questionnaire 17,18 .…”

Section: Introductionmentioning

confidence: 99%

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Learning styles preferences and e-learning experience of undergraduate dental students

Dalmolin

Mackeivicz

Pochapski

et al. 2018

Rev. odontol. UNESP

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Introduction Education in the health sciences has been undergoing profound changes due to the incorporation of information and communication technologies. Students learn through a variety of approaches, according to their learning styles. Blended learning, which combines technology-aided learning (e-learning) with traditional face-to-face teaching methods, has been found to improve learning outcomes. Objective The aims of the present study were to evaluate the learning styles of undergraduate dental students and their experience towards the use of e-learning. Material and method Two electronic questionnaires were sent to 174 students. The learning styles were determined by the Felder & Soloman Index (ILS), which evaluates the following four dimensions of learning: processing information (active-reflexive); perceiving information (sensorial-intuitive); receiving information (visual-verbal); and understanding information (sequential-global). To determine the e-learning experience we used four questions (Likert scale – five-point) which addressed the experience and the use of information and communication technologies. Result Most students presented a well-balanced style for the active-reflective (60%) and sequential-global (68%) domains. The sensing style (64%) was predominant. A lower percentage presented a global characteristic (9%). We did not find significant differences regarding the age groups (19-21 and 22-33 years) and genders (P>0.05, χ 2). However, in terms of age the difference was significant concerning websites helping in learning (P=0.0363, Mann-Whitney). Conclusion We conclude that the students do not have the same learning styles and e-learning experience. Methods such as blended learning could provide advantages when teaching undergraduate dental students.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning styles preferences and e-learning experience of undergraduate dental students

Dalmolin

Mackeivicz

Pochapski

et al. 2018

Rev. odontol. UNESP

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“…In this study, the most ultilized method was learning from others, followed by learning from practice, indicating that nurses tend to learn from observing and listening to their colleagues/supervisors, as well as by learning from the consequences of their actions. These results are consistent with those of other studies, which report that the majority of nurses prefer or engage in learning by observing and participating (Smith, ; McCrow et al ., ). Hence, organizations should continue to provide opportunities for nurses to experiment with new ideas/methods and to observe others' practice.…”

Section: Discussionmentioning

confidence: 97%

Development and examination of the psychometric properties of the Learning Experience Scale in nursing

Takase

Imai

Uemura

2015

Nursing & Health Sciences

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This paper examines the psychometric properties of the Learning Experience Scale. A survey method was used to collect data from a total of 502 nurses. Data were analyzed by factor analysis and the known-groups technique to examine the construct validity of the scale. In addition, internal consistency was evaluated by Cronbach's alpha, and stability was examined by test-retest correlation. Factor analysis showed that the Learning Experience Scale consisted of five factors: learning from practice, others, training, feedback, and reflection. The scale also had the power to discriminate between nurses with high and low levels of nursing competence. The internal consistency and the stability of the scale were also acceptable. The Learning Experience Scale is a valid and reliable instrument, and helps organizations to effectively design learning interventions for nurses.

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“…We incorporated our practice-based evidence into graphical and numerical (table) formats in addition to providing the narrative information as over 80% of the general population are visual learners and a multimodal approach is felt to be the most effective approach for learning (Herrman, 2008). McCrow, Yevchak, and Lewis (2014) in a study of 142 acute care nurses examined how the nurses learned and concluded that nurse educators need to have an understanding of nurses’ learning styles to help shape information dissemination strategies that will best meet RN learning requirements and thus enhance knowledge uptake. We developed the features for the four interface prototypes based on extensive user testing and feedback in a series of three studies with a different sample of 45 nurses (Febretti et al, 2013).…”

Section: Methodsmentioning

confidence: 99%

Acceptability of Clinical Decision Support Interface Prototypes for a Nursing Electronic Health Record to Facilitate Supportive Care Outcomes

Stifter¹,

Sousa²,

Febretti

et al. 2017

Int J of Nursing Knowl

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A prospective cohort study examining the preferred learning styles of acute care registered nurses

Cited by 17 publications

References 30 publications

Learning styles preferences and e-learning experience of undergraduate dental students

Learning styles preferences and e-learning experience of undergraduate dental students

Development and examination of the psychometric properties of the Learning Experience Scale in nursing

Acceptability of Clinical Decision Support Interface Prototypes for a Nursing Electronic Health Record to Facilitate Supportive Care Outcomes

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