Hallin Karin
Department of Nursing Science, Mid Sweden University, Östersund, Sweden.
Nurse Educ Today. 2014 Dec;34(12):1443-9. doi: 10.1016/j.nedt.2014.04.001. Epub 2014 Apr 24.
In most adult education, teachers use methods that assume all students learn in the same way. But knowledge of students' learning style preferences highlights the importance of adequate teaching and learning adaptation.
The aim of the study was to describe and compare final year nursing students' learning style preferences in two campuses during three semesters. A further aim was to identify differences between learning style preferences and personal characteristics.
A descriptive cross-sectional study using the Productivity Environmental Preference Survey (PEPS) questionnaire was conducted at a Swedish rural university. Three semester groups with 263 nursing students participated in 2012-2013.
The majority of the students were 'flexible' in their learning style preferences and had none or few strong preferences. Students with strong preferences preferred high structure (75%) and an authority figure present (40%). About a third were highly auditory, tactile and/or kinesthetic while 8% were highly visual. Few significant differences were revealed between the groups of campuses and the groups of semesters or between learning style preferences and upper secondary school and care experience. There were no significant differences between learning style preferences and age and assistant nurse graduation. More women than men were highly motivated, auditory, tactile and kinesthetic and preferred structure and mobility.
The PEPS questionnaire provides nursing students with self-awareness regarding their strengths and shortcomings in learning and teachers with a valuable and practical basis for their selection of adapted individual and group teaching methods. The findings suggest the need for wide variation and interactive teaching approaches, conscious didactic actions between cooperating teachers and conscious learning strategies for nursing students.
在大多数成人教育中，教师采用的教学方法假定所有学生的学习方式相同。但了解学生的学习风格偏好凸显了适当教学调整的重要性。
本研究的目的是描述和比较两个校区的护理学专业最后一年学生在三个学期中的学习风格偏好。另一个目的是确定学习风格偏好与个人特征之间的差异。
在瑞典一所乡村大学进行了一项描述性横断面研究，使用生产力环境偏好调查（PEPS）问卷。2012 - 2013年，三个学期组的263名护理学专业学生参与了研究。
大多数学生在学习风格偏好上是“灵活的”，没有或只有很少的强烈偏好。有强烈偏好的学生更喜欢高度结构化（75%）和有权威人物在场（40%）。约三分之一的学生高度依赖听觉、触觉和/或动觉，而8%的学生高度依赖视觉。校区组和学期组之间，或学习风格偏好与高中及护理经历之间几乎没有显著差异。学习风格偏好与年龄和助理护士毕业情况之间没有显著差异。女性比男性更有积极性，在听觉、触觉和动觉方面表现突出，并且更喜欢结构化和灵活性。
PEPS问卷使护理学专业学生能够了解自己在学习方面的优势和不足，为教师选择合适的个人和小组教学方法提供了有价值的实践依据。研究结果表明需要采用多样化和互动式教学方法，合作教师之间要有有意识的教学行动，护理学专业学生要有有意识的学习策略。
