Learning styles among nursing students, the implications for higher education institutions: A systematic review

Frantz, José M.

doi:10.20853/28-6-427

Cited by 6 publications

(1 citation statement)

References 23 publications

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“…During stage 3, all retrieved articles (n = 8) were independently assessed for methodological quality using the questions put forward by Frantz and Mthembu (2014) for relevance, and the removal of duplications. The methodological quality was assessed (see Table 1).…”

Section: Methodsmentioning

confidence: 99%

An Exploration of Learning Styles Used by Social Work Students: A Systematic Review

Frantz¹,

Roman²,

Jager³

2017

SWPR

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Social work educators are faced with the challenge of ensuring that students from diverse backgrounds are fully equipped with the necessary knowledge and skills. However, to be effective social work educators, the educator is required to understand the learning style of the student. The aim of this systematic review was to explore the learning styles of social work students for the purpose of understanding how to adapt and refine teaching strategies in social work. To this end, a search for descriptive studies in databases, which included Ebscohost (Academic Premier, CINAHL, SOcIndex, Psycharticles, Medline), DOAJ and Pubmed, was conducted. Eight articles met the criteria for inclusion in this systematic review. The target population included both undergraduate and postgraduate students. The studies were mainly conducted in developed countries. The results suggest that the most common approach for social workers is the diverging learning style, which entails having an interest in people, being aware of emotion, and a tendency to be imaginative. This review recommends that if there is an improved understanding of students' learning needs then educators could adapt their teaching strategies to accommodate and support students from diverse backgrounds, with diverse learning needs.

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Section: Methodsmentioning

confidence: 99%

An Exploration of Learning Styles Used by Social Work Students: A Systematic Review

Frantz¹,

Roman²,

Jager³

2017

SWPR

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Understanding Learning Styles in Undergraduate Nursing Programs of the Kingdom of Saudi Arabia: An Integrative Literature Review

Almarwani¹,

Elshatarat²

2022

TONURSJ

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Background: In Saudi Arabia, nursing education is developing fast due to high nursing demand. Alongside this development, nurse educators must identify and understand nursing students learning styles to ensure the multidimensional development of students learning experiences. Students' preferred learning style is an essential element in determining students' unique ways of processing new knowledge, information, and skills. Objective: This literature review aimed to identify the learning styles of undergraduate Saudi nursing students based on the premises of three learning style models: Kolb’s Model, Felder-Silverman Learning, and Visual, Aural, Read/Write, and Kinesthetic (VARK) Learning Styles Inventory. Methods: An integrative review of published studies on Saudi nursing students' learning styles was conducted while adhering to predefined eligibility measures. The research strategy for this study was based on online international databases, such as PubMed, Medline, CINAHL, EBSCO, Google Scholar, and Saudi health databases and journals. The keywords used were: “nursing education,” “learning style,” “learning preference,” “academic learning style,” “undergraduate nursing students,” and “nursing students in Saudi Arabia.” Results: Seven studies met the inclusion criteria. Most of the reviewed literature reported a prominent preference for kinesthetic, accommodating, converging, visual, and active learning styles in nursing students regardless of their age, gender, and level of education in various universities in Saudi Arabia. Conclusion: Students learning styles emphasize the importance of practical experience and students' hands-on practice as the best style that improves nursing students learning experience. The Saudi Arabian education system must adjust to fit students' preferred learning styles and focus on advanced state-of-the-science learning tools in nursing education.

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Identifying Learning Preferences and Strategies in Health Data Science Courses: Systematic Review

Rohani,

Sowa,

Manataki

2024

JMIR Med Educ

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Background: Teaching and learning interdisciplinary Health Informatics (HI) courses is challenging, and despite the growing interest in HI education, little is known about the learning experiences and preferences of HI students. Objective:We conducted a systematic review to identify the learning preferences and strategies in the HI discipline. Methods:We searched ten bibliographic databases (PUBMED, ACM, WEB of Science, Cochrane Library, Wiley, Science Direct, Springer, EBSCOhost, ERiC, and IEEE) from date of inception until June 2023. We followed the Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included all types of studies that investigated the learning preferences or strategies of students in HI-related courses at any academic level. Results:After abstract screening and full-text reviewing of the 861 papers retrieved from the databases, eight studies were selected for narrative synthesis. The majority of these papers investigated learning styles, while only one paper studied learning strategies in HI. The systematic review revealed that most HI learners prefer visual presentations as their preferred learning input. In terms of learning process and organisation, they mostly tend to follow logical, linear, and sequential steps. Moreover, they focus more on abstract information, rather than detailed and concrete information. Regarding collaboration, HI students sometimes prefer teamwork and sometimes they prefer to work alone.Conclusions: Overall, the number of studies in this area is small. Therefore, more research needs to be done to provide insight into HI education. We provide some suggestions for conducting future research to address gaps in the literature. We also discuss implications for HI educators, and we make recommendations for HI course design.

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Learning styles among nursing students, the implications for higher education institutions: A systematic review

Cited by 6 publications

References 23 publications

An Exploration of Learning Styles Used by Social Work Students: A Systematic Review

An Exploration of Learning Styles Used by Social Work Students: A Systematic Review

Understanding Learning Styles in Undergraduate Nursing Programs of the Kingdom of Saudi Arabia: An Integrative Literature Review

Identifying Learning Preferences and Strategies in Health Data Science Courses: Systematic Review

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