Jordanian baccalaureate nursing students’ perception of their learning styles

Abu-Moghli, Fathieh; Khalaf, Inaam; Halabi, Jehad O.; Wardam, Lina

doi:10.1111/j.1466-7657.2004.00235.x

Cited by 24 publications

(17 citation statements)

References 19 publications

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“…However, the present study's results were identical to those reported in previous studies conducted in China (Yuan et al 2012, p. 427) and Australia (Fisher et al 2001). However, the current study's findings did not align with those in the Jordanian study (Abu-Moghli et al 2005), which found that nursing students were perceived as independent learners, and the majority of the students indicated a desire to learn. Regarding the levels of SDLR, most of the participants had low levels of SDLR (score ≤ 150).…”

Section: Discussioncontrasting

confidence: 51%

Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

AbuAssi

Alkorashy

2016

IJANS

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Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners' needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study's objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb's learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study's findings suggested that the majority of nursing students had a "Diverging" style of learning. The "self-control" subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of "self-management" and "desire for learning." However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the selfdirected learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students' enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students' learning needs effectively.

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Section: Discussioncontrasting

confidence: 51%

Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

AbuAssi

Alkorashy

2016

IJANS

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“…In a longitudinal study, Rakoczy and Money (1995) examined learning styles and found the “assimilator”, or one who demonstrates an ability to understand large quantities of data by putting the data into a concise, logical form, was the most common style used. Jordanian baccalaureate nursing students have been found to be “independent learners” or ones who desire to learn new things and are independent in identifying personal goals (Abu‐Moghli et al. , 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Critical thinking dispositions and learning styles of baccalaureate nursing students from China

Zhang

Lambert

2008

Nursing & Health Sciences

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Although considerable information exists regarding the learning styles and critical thinking dispositions of nursing students from Western countries, limited comparable information exists within China. The purposes of this study were to assess the learning styles and critical thinking dispositions of Chinese baccalaureate nursing students and to identify the relationships among the learning styles, critical thinking dispositions, and demographics. The sample consisted of 100 Chinese baccalaureate nursing students enrolled at two universities. The data were obtained through a Demographic Data Questionnaire, the California Critical Thinking Disposition Inventory, and the Index of Learning Styles. The primary learning style dimensions were found to be reflective, sensing, visual, and global, while the critically thinking abilities was found to be weak. A number of positive and negative correlations were found among the demographics, learning styles, and critical thinking dispositions. These findings suggest further examination on how to increase nursing students' critical thinking skills based upon their preferred learning styles.

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“…The questionnaire was then pilot tested on a sample of nursing students at four of six Jordanian universities offering a baccalaureate degree in nursing. Abu-Moghli et al (2005) reported that the instrument was reliable (α = 0.89) in measuring learner independence of baccalaureate nursing students. There are no identified U.S. published studies using the ALI.…”

Section: Instrumentationmentioning

confidence: 99%

“…Explore the total scores of baccalaureate nursing students on the Academic Motivation Scale (AMS) (Vallerand, Pelletier, Blais, Briére, Senécal, & Vallières, 1992), the Autonomous Learner Index (ALI) (Abu-Moghli, Khalaf, Halabi, & Wardam, 2005), the Curiosity and Exploration Inventory II (CEI II) (Kashdan et al, 2009), and the Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE) (Fisher et al, 2001); 2. Explore the relationships among motivation to learn, learner independence, intellectual curiosity, and SDLR of baccalaureate nursing students.…”

Section: Purposes Of Studymentioning

confidence: 99%