A prospective cohort study examining the preferred learning styles of acute care registered nurses |
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| Affiliation: | 1. Institute of Health and Biomedical Innovation, Brisbane, Queensland, Australia;2. School of Nursing, Queensland University of Technology, Queensland, Australia;3. School of Nursing, The Pennsylvania State University, University Park, PA, USA;1. Maternal, Child and Family Health Department, The Faculty of Nursing, The Hashemite University, P.O Box 150459, Zarqa 13115, Jordan;2. Department of Physiological Nursing & Department of Epidemiology & Biostatistics, University of California San Francisco, San Francisco, CA, USA;1. Sheffield Hallam University, United Kingdom;2. Rotherham, Doncaster and South Humber NHS Foundation Trust, United Kingdom;1. University South Australia, School of Nursing and Midwifery, City East Campus, North Tce, Adelaide, South Australia 5000, Australia;2. Flinders University, School of Nursing and Midwifery, Sturt Rd, Bedford Park, South Australia 5042, Australia;1. Southern Clinical School, Monash University, Wellington Road, Clayton, VIC 3168, Australia;2. School of Nursing and Midwifery, Monash University, Wellington Road, Clayton, VIC 3168, Australia;3. Southern Clinical School, Monash University, Monash Medical Centre, 246 Clayton Road, Clayton, VIC 3168, Australia;1. Department of Health Sciences, Karlstad University, SE-651 88 Karlstad, Sweden;2. Department of Nursing, Umeå University, SE-901 87 Umeå, Sweden;3. Department of Health Science, Blekinge Institute of Technology, SE-379 71 Karlskrona, Sweden;4. Faculty of Health and Society, Malmö University, SE-20506 Malmö, Sweden |
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| Abstract: | ObjectivesThis paper reports on the preferred learning styles of Registered Nurses practicing in acute care environments and relationships between gender, age, post-graduate experience and the identified preferred learning styles.MethodsA prospective cohort study design was used. Participants completed a demographic questionnaire and the Felder-Silverman Index of Learning Styles (ILS) questionnaire to determine preferred learning styles.ResultsMost of the Registered Nurse participants were balanced across the Active-Reflective (n = 77, 54%), and Sequential-Global (n = 96, 68%) scales. Across the other scales, sensing (n = 97, 68%) and visual (n = 76, 53%) were the most common preferred learning style. There were only a small proportion who had a preferred learning style of reflective (n = 21, 15%), intuitive (n = 5, 4%), verbal (n = 11, 8%) or global learning (n = 15, 11%). Results indicated that gender, age and years since undergraduate education were not related to the identified preferred learning styles.ConclusionsThe identification of Registered Nurses' learning style provides information that nurse educators and others can use to make informed choices about modification, development and strengthening of professional hospital-based educational programs. The use of the Index of Learning Styles questionnaire and its ability to identify ‘balanced’ learning style preferences may potentially yield additional preferred learning style information for other health-related disciplines. |
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| Keywords: | Learning styles Registered nurse Acute care Education |
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