Strides in Development of Medical Education

Comparison of learning styles of Nursing Students in Razi Nursing School Kerman University of Medical Sciences 2009

Document Type : short communication

Authors

Abbas Abbaszadeh 1
Nahid Jamshidi 2
Majid Najafi Kalyani 3

1 Ph.D. in Nursing, Associate Professor of Nursing, Razi Nursing School, Kerman University of Medical Sciences, Kerman, Iran

2 Ph.D. Condidate in Nursing, Shiraz University of Medical Sciences, Shiraz, Iran

3 Ph.D. Student of Nursing Education, Instructor of Nursing School, Department of Nursing, Fasa University of Medical Sciences, Fasa, Iran

Abstract
Background and objectives: It is believed that any discrepancy between learning style of students and their field of study leads to their dissatisfaction and consequently dropping out of school The aim of this study was to compare the learning styles of Nursing students in Kerman Razi Nursing School in 2009 Methods : In this crosssectional study performed in 2009 all undergraduate and postgraduate Nursing students of Razi Nursing School (n=148) were asked to complete Kolb learning style inventory (KLSI) Version 31 Data were analyzed using descriptive and inferential statistics Results : From all students 878% were studying in undergraduate and 122% in master programs Among undergraduate students assimilator learning style (485%) and among master students convergent learning styles (444%) had the highest frequencies There was a statistically significant difference between learning styles of undergraduate and master students (P=0028) Conclusion: Since nursing is an occupation requiring interaction and communication with people attention of nursing teachers to the learning styles of their students is very essential for promotion of community health It is suggested that nursing teachers use a variety of teaching methods based on students educational level and preferred learning style

Keywords

Kolb Learning styles Inventory
Learning style
Nursing
Kerman
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Strides in Development of Medical Education
Volume 8, Issue 2
2012
Pages 195-199

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