Kostovich Carol T, Poradzisz Michele, Wood Karen, O'Brien Karen L
Saint Xavier University, Chicago, IL 60655, USA.
J Nurs Educ. 2007 May;46(5):225-31. doi: 10.3928/01484834-20070501-06.
Acknowledging that individuals' preferences for learning vary, faculty in an undergraduate nursing program questioned whether a student's learning style is an indicator of aptitude in developing concept maps. The purpose of this research was to describe the relationship between nursing students' learning style preference and aptitude for concept maps. The sample included 120 undergraduate students enrolled in the adult health nursing course. Students created one concept map and completed two instruments: the Learning Style Survey and the Concept Map Survey. Data included Learning Style Survey scores, grade for the concept map, and grade for the adult health course. No significant difference was found between learning style preference and concept map grades. Thematic analysis of the qualitative survey data yielded further insight into students' preferences for creating concept maps.
鉴于个体的学习偏好各不相同，一所本科护理项目的教员们质疑学生的学习风格是否是其绘制概念图能力的一个指标。本研究的目的是描述护理专业学生的学习风格偏好与绘制概念图能力之间的关系。样本包括120名注册了成人健康护理课程的本科学生。学生们绘制了一幅概念图，并完成了两份测评工具：学习风格调查问卷和概念图调查问卷。数据包括学习风格调查问卷得分、概念图成绩以及成人健康课程成绩。研究发现学习风格偏好与概念图成绩之间没有显著差异。对定性调查数据的主题分析进一步深入了解了学生绘制概念图的偏好。
