Campos Daniel G, Alvarenga Marcia R M, Morais Sheila C R V, Gonçalves Natalia, Silva Tiago B C, Jarvill Melissa, Oliveira Kumakura Ana R S
School of Nursing, University of Campinas, Campinas, Brazil.
Nursing Department at State, University of Mato Grosso of Sul, Dourados, Brazil.
J Clin Nurs. 2022 Jan;31(1-2):111-120. doi: 10.1111/jocn.15888. Epub 2021 May 30.
To describe beginning nursing student learning styles and to determine whether there are relationships between learning style and sociodemographic or educational background. We also aim to compare these data with the normative values of the 3.1 version of the Kolb learning style inventory and verify its reliability.
BACKGROUND/LITERATURE: Learning style is related to the way in which an individual interacts with learning conditions, involving cognitive, affective, physical and environmental aspects. In nursing education, few studies have focused on knowing the learning styles of beginning nursing students, despite the need for students to develop critical thinking skills required of nurses.
Descriptive, cross-sectional, correlational, multi-site study.
The study took place at five universities in Brazil and one university in the United States. Data were collected from a sample of beginning nursing students (n = 176) in 2019, using the Portuguese and English 3.1 versions of Kolb's learning style inventory.
Most students' learning styles were classified as divergers (34.10%), while 28.41% were assimilators, 23.86% were accommodators and 13.63% were convergers. Kolb describes learning as a four-stage cyclical process grounded in experience. The mean score of one learning stage, the concrete experience, showed those who attended public high schools compared with private high schools was higher (mean = 26.22; p = .0019), and there were different results between Brazilian state universities, Brazilian federal universities and the American university (p = .0149).
The diverger style was the most common among beginning nursing students in Brazil and the United States. There was a significant relationship between learning style, the educational background of students, the type of institution they attend and their previous experience with some active learning methodologies.
Aligned with Kolb's experiential learning theory, nurse educators must be aware of student learning styles so they may use teaching strategies to meet their students' needs.
描述护理学新生的学习风格，并确定学习风格与社会人口统计学或教育背景之间是否存在关联。我们还旨在将这些数据与科尔布学习风格量表3.1版的常模值进行比较，并验证其可靠性。
背景/文献：学习风格与个体与学习条件的互动方式有关，涉及认知、情感、身体和环境等方面。在护理教育中，尽管学生需要培养护士所需的批判性思维技能，但很少有研究关注护理学新生的学习风格。
描述性、横断面、相关性、多地点研究。
该研究在巴西的五所大学和美国的一所大学进行。2019年，使用葡萄牙语和英语版的科尔布学习风格量表3.1版，从护理学新生样本（n = 176）中收集数据。
大多数学生的学习风格被归类为发散者（34.10%），而28.41%为同化者，23.86%为调适者，13.63%为聚合者。科尔布将学习描述为一个基于经验的四阶段循环过程。一个学习阶段即具体经验的平均得分显示，就读公立高中的学生高于私立高中的学生（平均分 = 26.22；p = 0.0019），巴西州立大学、巴西联邦大学和美国大学之间存在不同结果（p = 0.0149）。
发散型风格在巴西和美国的护理学新生中最为常见。学习风格、学生的教育背景、他们就读的机构类型以及他们以前使用一些主动学习方法的经验之间存在显著关系。
与科尔布的经验学习理论一致，护理教育工作者必须了解学生的学习风格，以便他们可以使用教学策略来满足学生的需求。
