Joyce-Nagata B
Beth-El College of Nursing, Colorado Springs, Colorado 80917, USA.
J Nurs Educ. 1996 Feb;35(2):69-73. doi: 10.3928/0148-4834-19960201-06.
The purposes of this study were to identify learning styles of traditional baccalaureate nursing students, registered nurse baccalaureate students, baccalaureate nursing students holding a previous non-nursing degree, and nursing educators and to determine the effects of teacher/student learning style congruency on academic performance, when controlled for students' previous academic achievement. Kolb's Learning Style Inventory and a Descriptive Data Questionnaire were administered to 334 nursing students and their respective nurse educators from two nursing schools in Mississippi. Learning style scores were computed and faculty and student learning style congruency was described as: 1) matched on both abstract-concrete and active-reflective dimensions; 2) matched on only the abstract-concrete dimension; 3) matched on only the active-reflective dimension; or 4) not matched on either dimension. There were no significant differences in learning style among the three groups of nursing students, and learning style congruency between student and faculty did not appear to significantly affect academic performance of students.
本研究的目的是确定传统护理学学士学位学生、护理学学士学位注册护士学生、拥有非护理专业先前学位的护理学学士学位学生以及护理教育工作者的学习风格，并在控制学生先前学业成绩的情况下，确定师生学习风格一致性对学业成绩的影响。向密西西比州两所护理学院的334名护理专业学生及其各自的护理教育工作者发放了科尔布学习风格量表和描述性数据问卷。计算学习风格得分，并将教师和学生的学习风格一致性描述为：1）在抽象-具体和主动-反思维度上均匹配；2）仅在抽象-具体维度上匹配；3）仅在主动-反思维度上匹配；或4）在任一维度上均不匹配。三组护理专业学生在学习风格上没有显著差异，学生与教师之间的学习风格一致性似乎并未对学生的学业成绩产生显著影响。
