Learning styles of nursing students and career choices

Laschinger, Heather K. Spence; Boss, Marvin W.

doi:10.1111/j.1365-2648.1984.tb00386.x

Cited by 66 publications

(22 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…9 Nursing students tend to be more divergers or accommodators. 39,40 Medical students' learning styles shift from passive to more active preferences (eg, from assimilator or diverger to converger or accommodator) during the course of their training, 18 and we plan to study this relationship among pharmacy residents once they have been in practice for a year. Medical residents tend to be more active learners than medical students, 36 and lateryear medical students are more active learners than those in their early years.…”

Section: 1238mentioning

confidence: 99%

Learning Styles and Teaching Perspectives of Canadian Pharmacy Practice Residents and Faculty Preceptors

Loewen

Jelescu-Bodos

2013

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To characterize and compare learning styles of pharmacy practice residents and their faculty preceptors, and identify teaching perspectives of faculty preceptors. Methods. Twenty-nine pharmacy residents and 306 pharmacy faculty members in British Columbia were invited to complete the Pharmacists' Inventory of Learning Styles (PILS). Faculty preceptors also were asked to complete the Teaching Perspectives Inventory (TPI). Results. One hundred percent of residents and 61% of faculty members completed the PILS, and 31% of faculty members completed the TPI. The most common dominant learning style among residents and faculty preceptors was assimilator, and 93% were assimilators, convergers, or both. The distribution of dominant learning styles between residents and faculty members was not different ( p50.77). The most common dominant teaching perspective among faculty members was apprenticeship. Conclusion. Residents and preceptors mostly exhibited learning styles associated with abstract over concrete thinking or watching over doing. Residency programs should steer residents more toward active learning and doing, and maximize interactions with patients and other caregivers.

show abstract

Section: 1238mentioning

confidence: 99%

Learning Styles and Teaching Perspectives of Canadian Pharmacy Practice Residents and Faculty Preceptors

Loewen

Jelescu-Bodos

2013

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…Several studies in the nursing literature have reported that students in nursing and other human service professions tend to fall into the concrete learning style preference, as defined by Kolb's Learning Style Inventory (Hodges, 1988;Huch, 1981;Laschinger & Boss, 1984). These findings support Kolb and Kolb's (2005a) contention that members of human service professions have concrete, people-oriented learning styles.…”

Section: Health Professions and Nursingsupporting

confidence: 52%

Experiential learning : a review of college health centers.

Greaney¹

View full text Add to dashboard Cite

rotations R2 = .08, F(7, 135) = 1.75, p = .1 0; however, the presence of a nursing school was a significant individual predictor variable. The overall model for satisfaction with IV academic internships was significant R2= 14, F(7,95) = 2.24, P = .04. Scope of services was a significant predictor. Of note, results indicated a trend toward significance for school classification and a nursing school.The findings suggest the presence of a nursing school was a significant predictor variable regarding satisfaction with clinical rotations and displayed a trend toward significance for satisfaction with academic internships. The presence of a medical school was not a predictor in this particular study. The findings indicated more frequent use of clinical rotations than academic internships at these college health centers. The findings suggest more academic integration for college health centers may be warranted.

show abstract

“…As students have varied learning styles, teaching requires diverse educational approaches at various levels of training (Gurpinar et al, 2010). This is good news as educators believe individuals use a mixture of different learning styles dependent upon the situation (Loo, 2004) and others (Laschinger and Boss, 1984) have stressed for decades the importance of including multiple types of learning activities alongside lecture so all learning styles can thrive. This is supported by Kolb who asserts that the key to effective learning is the ability to be flexibly competent in each mode when it is called for, but not to use all modes in every situation (A.…”

Section: Discussionmentioning

confidence: 99%

“…They include the Learning Style Questionnaire by Honey and Mumford, the Dunn and Dunn Learning Style Questionnaire, the Myers-Briggs Type Indicator, the Gregorc Style Delineator and the Learning Style Inventory (LSI) by Kolb. The Kolb LSI is a wellvalidated and reliable assessment instrument and often used in nursing studies (Cavanagh et al, 1995;Laschinger, 1986Laschinger, , 1992Laschinger and Boss, 1984;Lockie et al, 2013;O'Kell, 1988;Ostmoe et al, 1984;Remington and Kroll, 1990;Sulliman, 2006;Sutcliffe, 1993;Washington et al, 1990). Therefore, it was chosen for this study.…”

Section: Introductionmentioning

confidence: 99%

Learning style impact on knowledge gains in human patient simulation

Shinnick

Woo

2015

Nurse Education Today

View full text Add to dashboard Cite

s u m m a r y a r t i c l e i n f o Introduction: Human patient simulation (HPS) is a widely used method of teaching in nursing education. While it is believed that a student's learning style impacts knowledge gains in HPS, there is little evidence to support this. This study sought to determine the impact of learning style on knowledge gains after a heart failure (HF) simulation experience in pre-licensure nursing students. Methods: A convenience sample of four cohorts of prelicensure nursing students (n = 161) were recruited from three Baccalaureate Schools of Nursing at the same point in their curriculum (age 25.7 ±6.6 years; gender = 85.5% female) and participated in HPS using a HF simulation on a high-fidelity manikin. Learning style was assessed by the Kolb Learning Style Inventory (LSI) and pre-and post-HPS knowledge measured by parallel, validated, knowledge tests. The LSI identifies 4 learning styles, (Assimilating Diverging, Accommodating, and Converging). In some cases, learners present a balanced learning profile-an emphasis of all four equally. Statistical analysis consisted of t-tests and ANOVA. Results: HF knowledge scores post-HPS compared to pre-HPS scores revealed a mean improvement of 7 points (p b 0.001) showing evidence of learning. Within group score increases between the pre-test and post-test were seen for the Assimilating (66.68 ± 20.87 to 83.35 ± 12.59; p = 0.07), Diverging (61.95 ± 11.08 to 69.86 ± 12.33; p b 0.01) and balanced profiles (64.4 ± 12.45 to 71.8 ± 10.14; p b 0.01), but not for Converging or Accommodating profiles (73% of sample). Post-hoc paired t-tests revealed a large effect size for the Assimilators (0.91) and moderate effect sizes for both the Divergers and balanced profiles (0.67 and 0.65, respectively). Conclusion: These findings confirm that knowledge gains occur with HPS and provide evidence that HPS is an effective teaching methodology for nursing students identifying with most types of learning styles.

show abstract

Learning styles of nursing students and career choices

Cited by 66 publications

References 2 publications

Learning Styles and Teaching Perspectives of Canadian Pharmacy Practice Residents and Faculty Preceptors

Learning Styles and Teaching Perspectives of Canadian Pharmacy Practice Residents and Faculty Preceptors

Experiential learning : a review of college health centers.

Learning style impact on knowledge gains in human patient simulation

Contact Info

Product

Resources

About