Alkhasawneh Esraa
Maternal, Child and Family Health Department, Sultan Qaboos University, Faculty of Nursing, P.O. Box 60, Muscat 123, Oman; Department of Maternal, Child and Family Health, School of Nursing-Hashemite University, Jordan.
Nurse Educ Today. 2013 Dec;33(12):1546-9. doi: 10.1016/j.nedt.2012.12.017. Epub 2013 Feb 27.
The purpose of this study was to describe learning styles of nursing students at a public University in Jordan.
A descriptive research design was used, a purposive sample of 197 nursing students who were enrolled in nursing summer courses. These students were at different academic levels.
Almost 55% of students have a multimodal preference, about 60% of multimodal students have the kinesthetic learning preference (K) associated with visual or read write preference. The rest have one dominant learning preference. Of the 45% students who have one dominant preference: 60% had the kinesthetic preference as the dominant preference, and 40% had the auditory preference accompanied with another preference. Analysis of Variance (ANOVA) revealed significant difference between students based on their academic level.
Nursing students have varied learning styles; teachers should accommodate their classes to meet the learning needs and styles of students. Multimodal learners can be more flexible about how they exchange information than those with a single preference. However, multimodal learners need to have at least two, three or four modes involved in learning before they are satisfied. Teachers at nursing program should use more than one teaching modality to be able to make their students satisfied with their learning experience.
本研究旨在描述约旦一所公立大学护理专业学生的学习风格。
采用描述性研究设计，选取了197名参加护理暑期课程的护理专业学生作为目的抽样样本。这些学生处于不同的学术水平。
近55%的学生具有多模态偏好，约60%的多模态学生具有动觉学习偏好（K），且与视觉或读写偏好相关。其余学生有一种占主导的学习偏好。在有占主导偏好的45%的学生中：60%以动觉偏好为主导偏好，40%以听觉偏好为主导偏好且伴有另一种偏好。方差分析（ANOVA）显示，基于学术水平，学生之间存在显著差异。
护理专业学生有多种学习风格；教师应调整课程以满足学生的学习需求和风格。与单一偏好的学习者相比，多模态学习者在信息交流方式上可能更灵活。然而，多模态学习者在满意之前需要至少有两种、三种或四种学习模式参与学习。护理专业的教师应采用多种教学方式，以使学生对学习体验感到满意。
