Learning style preferences of nursing students at two universities in Iran and Malaysia

Abdollahimohammad, Abdolghani; Jaafar, Rogayah

doi:10.3352/jeehp.2014.11.30

Cited by 5 publications

(12 citation statements)

References 9 publications

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“…Items and definitions of LS provided by other scales were also compared and streamlined for similarities with the LS in the LSS in an effort to shape a rich discussion for this study. The study determined that most of the students identified themselves as perceptive learners, which may be similar to the results of previous studies using other LSS 25,48–50 . This finding suggests that the students in this study best learned with the optimal use of their five senses and understood better via direct observation and hands‐on experience 50–52 .…”

Section: Discussionsupporting

confidence: 86%

“…The study determined that most of the students identified themselves as perceptive learners, which may be similar to the results of previous studies using other LSS 25,48–50 . This finding suggests that the students in this study best learned with the optimal use of their five senses and understood better via direct observation and hands‐on experience 50–52 . Conversely, the lowest‐rated LS was the sociable LS.…”

Section: Discussionsupporting

confidence: 85%

“…Conversely, the lowest‐rated LS was the sociable LS. This outcome may reflect the general Muslim culture where people are more conservative and intermixing of genders in informal or formal academic activities is not yet widely accepted 50,53 …”

Section: Discussionmentioning

confidence: 99%

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Self‐directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID‐19 pandemic

et al. 2021

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Objective The emergence of the COVID‐19 pandemic compelled many academic institutions to resort to distance learning and online education, requiring a higher degree of student self‐direction and motivation to learn. This study explored self‐directed learning (SDL) readiness among nursing students in Oman, their learning styles (LS), and the association of demographic variables and LS with SDL. Methods The study, which followed a descriptive, cross‐sectional design, surveyed 236 Omani nursing students via an online questionnaire containing two standardized scales: the Self‐Directed Learning Readiness Scale for Nursing Education and the Learning Style Scales. Results Nursing students were identified as having a low level of SDL (mean = 149.58). Probation status (β = −0.165; p = 0.021) was negatively associated with SDL. In terms of LS, solitary (β = 0.217; p = 0.001), competitive (β = 0.201; p = 0.005), imaginative (β = 0.19; p = 0.012), and perceptive LS (β = 0.437; p = 0.0) were positively associated with SDL. An analytical LS was negatively associated with SDL (β = −0.155; p = 0.022). Conclusion Academic probation status and an analytical LS both yielded lower SDL scores. Perceptive, solitary, competitive, or imaginative learners tended to have higher SDL scores. Deliberate planning and strategies are necessary to help probation students cope with academic demands, especially with the advent of intensified digital education. Because no single learning environment can fulfill the needs of every LS, nurse educators must implement SDL‐aimed teaching and learning strategies that appeal to a variety of learners.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionsupporting

confidence: 85%

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Self‐directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID‐19 pandemic

et al. 2021

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“…This result is similar to a randomized controlled study pointing out that the matched learning style teaching method can reduce the number of wrong attempts, but it is not statistically significant [ 50 ]. However, the learning style is a dynamic change [ 27 ], and different countries or education systems may have different learning style preferences [ 51 ]. For example, Australian nursing masters degree graduate students tend to be kinaesthetic [ 52 ].…”

Section: Discussionmentioning

confidence: 99%

Effects of an Adaptive Education Program on the Learning, Mental Health and Work Intentions of New Graduate Nurses

Chen

Fang

Wang

et al. 2021

IJERPH

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Health care workers are at a higher risk of psychological distress than ordinary people. Stress affects physical and mental health, and can even produce an intention to leave. The current training for new graduate nurses (NGNs) during this transitional period mostly focuses on the cultivation of professional ability, with less attention to mental health or emotional feelings, and thus there are insufficient structured support strategies. As such, this study explores the effects of intervention through an appropriate education program on the learning, mental health and work intentions of new recruits during the transition period. A pre-test and post-test for a single group was designed for new nursing staff in a large teaching hospital in northern Taiwan. The test period was from May 2017 to December 2018, and a total of 293 cases were accepted. A three-month adaptive education program was provided and evaluated in terms of: care for learning, care for health, improving professional ability, and individualized guidance on satisfaction, mental health disturbance and work intention. The new graduate nurses who received gentle care and counseling showed a downward trend in their BSRS-5 scores and statistical differences over time (p < 0.001). The higher the BSRS-5 score, the easier it is for new graduate nurses in acute and intensive care units. There is a tendency for turnover leave (p = 0.03). After the intervention of the overall plan, the turnover rate of new graduate nurses within three months was 12.6%, and the one-year retention rate was 87.9%. The adaptive education program uses multiple support strategies to improve learning and professional abilities, to reduce psychological emotions, and thereby to increase retention. Today will face new medical challenges; the education programs will become more important across clinical care settings, and it will be important to rigorously validate their performance in helping NGNs.

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“…Imaginative learners create a mental picture of what they read, listen, watch, and study. They are whole-brain learners, which refers to the ability to integrate the right-brain and left-brain functions in learning situations [ 14 ]. The MON index refers to pride and stability versus humility, flexibility, and adaptability to changing circumstances.…”

Section: Discussionmentioning

confidence: 99%

Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia

Abdollahimohammad¹,

Jaafar²

2015

J Educ Eval Health Prof

Self Cite

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Purpose:The goal of the current study was to identify associations between the learning style of nursing students and their cultural values and demographic characteristics.Methods:A non-probability purposive sampling method was used to gather data from two populations. All 156 participants were female, Muslim, and full-time degree students. Data were collected from April to June 2010 using two reliable and validated questionnaires: the Learning Style Scales and the Values Survey Module 2008 (VSM 08). A simple linear regression was run for each predictor before conducting multiple linear regression analysis. The forward selection method was used for variable selection. P-values ≤0.05 and ≤0.1 were considered to indicate significance and marginal significance, respectively. Moreover, multi-group confirmatory factor analysis was performed to determine the invariance of the Farsi and English versions of the VSM 08.Results:The perceptive learning style was found to have a significant negative relationship with the power distance and monumentalism indices of the VSM 08. Moreover, a significant negative association was observed between the solitary learning style and the power distance index. However, no significant association was found between the analytic, competitive, and imaginative learning styles and cultural values (P>0.05). Likewise, no significant associations were observed between learning style, including the perceptive, solitary, analytic, competitive, and imaginative learning styles, and year of study or age (P>0.05).Conclusion:Students who reported low values on the power distance and monumentalism indices are more likely to prefer perceptive and solitary learning styles. Within each group of students in our study sample from the same school the year of study and age did not show any significant associations with learning style.

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Learning style preferences of nursing students at two universities in Iran and Malaysia

Cited by 5 publications

References 9 publications

Self‐directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID‐19 pandemic

Self‐directed learning readiness and learning styles among Omani nursing students: Implications for online learning during the COVID‐19 pandemic

Effects of an Adaptive Education Program on the Learning, Mental Health and Work Intentions of New Graduate Nurses

Associations of learning style with cultural values and demographics in nursing students in Iran and Malaysia

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