Preferable Learning Styles among Nursing Students in The University of Kufa: A Cross-Sectional Study

Salma Jihad Shihab

doi:10.17605/cajmns.v6i4.2879

Salma Jihad Shihab Family and community health department, University of Kufa, Faculty of Nursing, Iraq

DOI: https://doi.org/10.17605/cajmns.v6i4.2879

Keywords: Learning Style Preferences, Nursing Students, Visual Style, Auditory Style, Kinesthetic Style

Abstract

The present study aimed to identify preferred learning styles among the nursing students in Kufa University and investigate the associations of their academic performance with the learning preferences. Fifty percent of a random sample of undergraduate nursing students (every other student) from stage11, 111 and lX were requested to participate in this descriptive cross-sectional study. An Arabic version of the questionnaire was used to examine the learning preferences. A total of 150 completed interview questionnaires. Results of the present study indicate that the most common learning preferences among the nursing students were visual (42%) followed by Auditory (26%), and kinesthetic (23.3%) learning preferences, and (8.7%) prefer two and more learning styles. There was association between gender and learning preferences (?> .05). different association between level of academic performance and learning preferences (?> .05). The present study concluded that the visual, active, and styles are the commonest learning preferences among the nursing students. The nursing educators should emphasize the use of this information in their teaching methods to improve learning skills among the nursing students.

References

Dagne AH, Beshah MH, Kassa BG, Dagnaw EH. Implementation of evidence-based practice and associated factors among nurses and midwives working in Amhara Region government hospitals: a cross-sectional study. Reprod Health 2021;18: 1–10.

Abera T, Vijaya MNSVVRM, Dhanaraju MD, Gunasekaran T. Assessment of awareness and attitude of healthcare professionals towards the use of evidencebased medicine in the regional referral hospital. J Pharmaceut Health Serv Res 2016;7(3):199–204.

Verloo H, Desmedt M, Morin D. Adaptation and validation of the Evidence-Based Practice Belief and Implementation scales for French-speaking Swiss nurses and allied healthcare providers. J Clin Nurs 2017;26(17–18):2735–43.

Parve S, Ershadi A, Karimov A, Dougherty A, Ndhlovu CE, Chidzonga MM, et al. Access, attitudes and training in information technologies and evidence-based medicine among medical students at University of Zimbabwe College of Health Sciences. Afr Health Sci 2016;16(2):860–5.

Ahmadi S-F, Baradaran HR, Ahmadi E. Effectiveness of teaching evidence-based medicine to undergraduate medical students: a BEME systematic review. Med Teach 2015;37(1):21–30.

R.abdallah, Ayata ; Al-zalabani, Abdulmohsenb,c; Alqabshawani, Reem. Preferred learning style among prospective research methodology course students, Saudi Arabia. April 2013.

Saadi Ibrahim Abdu. An examination of the learning styles of Saudi preparatory students who are high or low in reading achievement. Ph.D thesis. Australia. Victoria University. 2012. 2.

Malik Samina, Janjua Fouzia. Learning styles and teaching strategies: Creating a balance. Lang India J. February 2011. 3.

Erol Gurpinar, Hilal Bati, Cihat Tetik. Learning styles of medical students change in relation to time. Adv Physiol Educ. 2011; 35: 307–11p. 4.

Almatrudi TA, Rabbani U. Awareness, attitude, and practice of evidence-based medicine among primary healthcare physicians in Buraidah, Saudi Arabia. J Fam Med Prim Care 2022;11(9):5457–63.

Alharbi, H. A., Almutairi, A. F., Alhelih, E. M., & Alshehry, A. S. (2017). The learning preferences among nursing students in the King Saud University in Saudi Arabia: a cross-sectional survey. Hindawi Nursing research and practice, 1-7. https://doi. org/10.1155/2017/3090387

Gonzales, L. K., Glaser, D., Howland, L., Clark, M. J., Hutchins, S., Macauley, K., Close, J. F., Leveque, N. L., Failla, K. R., Brooks, R., & Ward, J. (2017). Assessing learning styles of graduate entry nursing students as a classroom research activity: a quantitative research study. Nurse Education Today, 48, 55-61. https://doi. org/10.1016/j.nedt.2016.09.016

Pai, H.C., & Eng, C. J. (2013). The relationships among critical thinking disposition, caring behavior, and learning styles in student nurses. Open Journal of Nursing, 3, 249-256. http://dx.doi.org/10.4236/ ojn.2013.32034

Zhang, H., & Lambert, V. (2008). Critical thinking dispositions and learning styles of baccalaureate nursing students from China. Nursing & Health Sciences, 10(3), 175-181. https://doi. org/10.1111/j.1442-2018.2008.00393.x

Dikmen, M., Tuncer, M., & Şimşek, M. (2018). Öğrenme stilleri ile öğrenmeye yönelik tutum arasındaki ilişki. [The relationship between learning styles and attitudes toward learning.]. The Journal of International Social Research, 11(57), 388-400. http:// dx.doi.org/10.17719/jisr.2018.2456

Filiz, N. Y., & Dikmen, Y. (2017). Hemşirelik eğitiminde aktif öğrenme yöntemlerinin kullanımı: Jigsaw tekniği. [Use of Active Learning Methods In Nursing Education: Jigsaw Technique]. Journal of Human Rhythm, 3(3), 145-150.