Stirling Bridget V
University of Calgary in Qatar, Qatar.
Nurse Educ Today. 2017 Aug;55:107-111. doi: 10.1016/j.nedt.2017.05.012. Epub 2017 May 24.
Learning style preference impacts how well groups of students respond to their curricula. Faculty have many choices in the methods for delivering nursing content, as well as assessing students.
The purpose was to develop knowledge around how faculty delivered curricula content, and then considering these findings in the context of the students learning style preference.
Following an in-service on teaching and learning styles, faculty completed surveys on their methods of teaching and the proportion of time teaching, using each learning style (visual, aural, read/write and kinesthetic).
This study took place at the College of Nursing a large all-female university in Saudi Arabia.
24 female nursing faculty volunteered to participate in the project.
A cross-sectional design was used.
Faculty reported teaching using mostly methods that were kinesthetic and visual, although lecture was also popular (aural). Students preferred kinesthetic and aural learning methods. Read/write was the least preferred by students and the least used method of teaching by faculty.
Faculty used visual methods about one third of the time, although they were not preferred by the students. Students' preferred learning style (kinesthetic) was the method most used by faculty.
学习风格偏好会影响学生群体对课程的反应程度。教师在传授护理内容的方法以及评估学生方面有多种选择。
旨在了解教师如何传授课程内容，并在学生学习风格偏好的背景下考虑这些发现。
在一次关于教学风格的在职培训之后，教师完成了关于其教学方法以及使用每种学习风格（视觉、听觉、读写和动觉）教学时间比例的调查。
本研究在沙特阿拉伯一所大型全女子大学的护理学院进行。
24名女护理教师自愿参与该项目。
采用横断面设计。
教师报告主要使用动觉和视觉教学方法，尽管讲座（听觉）也很受欢迎。学生更喜欢动觉和听觉学习方法。读写是学生最不喜欢的，也是教师使用最少的教学方法。
教师约三分之一的时间使用视觉方法，尽管学生并不偏好这种方法。学生偏好的学习风格（动觉）是教师使用最多的方法。
