An Exploration of the Learning Style Among Undergraduate Nursing Students From An Indian Perspective

Nair, Manju Avinash

doi:10.9790/1959-0505010104

Cited by 4 publications

(7 citation statements)

References 8 publications

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“…No statistically significant associations were revealed among learning styles and age group, and learning styles and the type of high school attended. These findings are similar to those of Nair and Lee (2016) that showed that learning styles are not related to both age group and high schools attended. However, the finding pertaining to the association between learning styles and age groups contradicts previous studies by Kolb (1976) and Dorsey and Pierson (1984), who found differences between learning styles and age group.…”

Section: Discussion Of the Resultssupporting

confidence: 90%

“…Very limited studies assessed the statistical association between learning styles and type of high school attended by students. This makes it difficult to relate the current study to previous findings, except those by Nair and Lee (2016).…”

Section: Discussion Of the Resultsmentioning

confidence: 61%

“…In contrast to the above-mentioned findings (Marriott 2002;Budeva et al 2015), a study by Adenuga (1989) that examined adult learners' readiness for self-directed learning and learning style preferences at Iowa University reported that learning style preferences and nationality groups did not differ significantly. Nair and Lee (2016) explored the learning styles of undergraduate nursing students in India. Their findings indicate that the association between learning styles and high schools attended by students was not statistically significant.…”

Section: Literature Reviewmentioning

confidence: 99%

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Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

Mpwanya

Dockrat

2020

SAJHE

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Understanding students' learning styles and adapting instructional strategies to the variety of student learning styles are determinants for effective learning and enhance learning performance. Using Kolb's learning style inventory (LSI) and demographic questions, this study assesses the learning styles of undergraduate logistics university students by identifying their dominant learning style and by exploring whether students' demographic factors influence their learning styles. To this end, a cross-sectional survey involving 429 undergraduate logistics university students in South Africa was conducted. The results show that accommodating learning style as the most predominant learning style among undergraduate logistics university students, followed by students with assimilating learning style. The combined proportion of these two groups of students represents more than two-thirds of the sampled population. The study's findings show that gender and learning styles were significantly related. While the majority of male logistics students displayed the diverging learning style, their female counterparts exhibited the converging learning style. On the other hand, learning styles and age group; learning styles and type of high school attended; and learning styles and nationality were found not to be related. This study has implications for practice and extends the literature on learning styles and demographic factors in the unexplored logistics discipline.

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Section: Discussion Of the Resultssupporting

confidence: 90%

Section: Discussion Of the Resultsmentioning

confidence: 61%

Section: Literature Reviewmentioning

confidence: 99%

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Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

Mpwanya

Dockrat

2020

SAJHE

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“…The study findings showed significant association between the demographic variables—female gender and English as medium of instruction at high school with level of clinical competence. Study conducted by Nair and Lee (2020) also reported significant relation between medium of instruction at high school and academic performance. The researchers rationalized by stating that the finding is associated with the fact of being involved in the language prior to the undergraduate program could have paved a path to master the language and there by triggered the improvement in academic success, as the medium of instruction in the BSN program at the college of nursing where the study was conducted was also English.…”

Section: Discussionmentioning

confidence: 78%

The Effectiveness of High-Fidelity Simulation on Clinical Competence Among Nursing Students

Nair,

Muthu,

Abuijlan

2024

SAGE Open Nursing

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Introduction Clinical competence is a pre-requisite for every student nurse to showcase their proficiency in providing quality nursing care. Effective clinical experience during the study period plays a pivotal role in developing clinical competence among nursing students. Hence, the purpose of the study was to find the effectiveness of high fidelity simulation (HFS) on clinical competence among nursing students. Objectives The objectives of the study were to determine the impact of HFS on level of clinical competence among nursing students, to find the association between selected demographic characteristics of nursing students with their level of clinical competence and also, to find the association between academic performances of nursing students with their level of competence. Method The current study employed a quasi-experimental study design. Sixty-five nursing students from second year Bachelor of Science in Nursing (BSN) program were selected using consecutive sampling technique. The data was collected using demographic data form, objective structured clinical examination (OSCE) grade performa, and academic score sheet. SPSS version 24 was used to analyze data. Results The study revealed a significant impact of HFS on clinical competence of nursing students. Majority (52.3%) of the nursing students obtained high level clinical competence following the HFS. The findings showed a significant association between gender and medium of instruction with the level of clinical competence of nursing students. Further, there was a significant correlation between academic performance and level of clinical competence of the nursing students. Conclusion HFS served as a useful pedagogical approach in fulfilling the clinical learning outcomes. It further facilitated readiness of nursing students in second year BSN in terms of developing competence and confidence for clinical placement at the hospital for the third year of their study. However, further research is required to determine if HFS can be used in developing clinical reasoning skills in nursing students.

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“…Real-world attention-related tasks require the ability to ignore a range of distractions and prevent attention from shifting to other activities that differ from individuals' perspectives. Previous correlation analysis demonstrates that the undergraduates' reading skills, writing skills, and speaking abilities were favourably connected with their hemisphere dominance (Nair and Lee, 2016).…”

Section: Discussionmentioning

confidence: 98%

Impact of brain hemisphericity on cognitive performances and attention in young healthy individuals: Cross-sectional observational study

Kumari,

Saxena

2023

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Background: Understanding the style of cognition according to the brain dominance of students is necessary to keep them active and attentive. The study aims to check the cognitive performance and attention of young healthy individuals with right and left brain hemisphericity. Methods: This crosssectional observational study was conducted at a physiotherapy institute from September 2022 to January 2023. 240 healthy young adults were recruited and informed consent was taken. Brain dominance of individuals was classified by Cognitive Style Brain Dominance questionnaire, Montreal Cognitive Assessment scale and sustained attention by Trail Making Test A, and selective attention by Trail Making Test B. Result: Out of the total recruited number of participants; 50.4% were male (n=121) and 49.6% were female (n=119). The varied brain dominance was seen as Right, Left, and Middle brain dominant to be 29.1%, 33.3%, and 37% respectively. The Spearman correlation was done for outcome measures which showed that medium positive relationship (ρ=0.46) between left-brain dominant and sustained attention whereas a very strong negative correlation (ρ=-0.90) between selective attention and left-brain dominant. Chi-square examines the study parameters and Mean comparison done by Friedman test which was statistically significant. Conclusion: There was significant relationship between left-brain dominance and sustained attention whereas a negative strong relationship between selective attention and left-brain dominance. Hence cognition does not depend upon varied brain dominance.

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An Exploration of the Learning Style Among Undergraduate Nursing Students From An Indian Perspective

Cited by 4 publications

References 8 publications

Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

The Effectiveness of High-Fidelity Simulation on Clinical Competence Among Nursing Students

Impact of brain hemisphericity on cognitive performances and attention in young healthy individuals: Cross-sectional observational study

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