A prospective cohort study examining the preferred learning styles of acute care registered nurses

Judy McCrow, Andrea Yevchak, Peter Lewis

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

Objectives: This paper reports on the preferred learning styles of Registered Nurses practicing in acute care environments and relationships between gender, age, post-graduate experience and the identified preferred learning styles. Methods: A prospective cohort study design was used. Participants completed a demographic questionnaire and the Felder-Silverman Index of Learning Styles (ILS) questionnaire to determine preferred learning styles. Results: Most of the Registered Nurse participants were balanced across the Active-Reflective (n = 77, 54%), and Sequential-Global (n = 96, 68%) scales. Across the other scales, sensing (n = 97, 68%) and visual (n = 76, 53%) were the most common preferred learning style. There were only a small proportion who had a preferred learning style of reflective (n = 21, 15%), intuitive (n = 5, 4%), verbal (n = 11, 8%) or global learning (n = 15, 11%). Results indicated that gender, age and years since undergraduate education were not related to the identified preferred learning styles. Conclusions: The identification of Registered Nurses' learning style provides information that nurse educators and others can use to make informed choices about modification, development and strengthening of professional hospital-based educational programs. The use of the Index of Learning Styles questionnaire and its ability to identify 'balanced' learning style preferences may potentially yield additional preferred learning style information for other health-related disciplines.

Original languageEnglish (US)
Pages (from-to)170-175
Number of pages6
JournalNurse Education in Practice
Volume14
Issue number2
DOIs
StatePublished - Mar 1 2014

Fingerprint

Cohort Studies
nurse
Nurses
Learning
Prospective Studies
learning
questionnaire
Aptitude
gender
educational program
graduate
Demography
educator
Education
Health
ability
health

All Science Journal Classification (ASJC) codes

  • Nursing(all)
  • Education

Cite this

@article{8bfde31560e14f4f92c1be4ec053bb80,
title = "A prospective cohort study examining the preferred learning styles of acute care registered nurses",
abstract = "Objectives: This paper reports on the preferred learning styles of Registered Nurses practicing in acute care environments and relationships between gender, age, post-graduate experience and the identified preferred learning styles. Methods: A prospective cohort study design was used. Participants completed a demographic questionnaire and the Felder-Silverman Index of Learning Styles (ILS) questionnaire to determine preferred learning styles. Results: Most of the Registered Nurse participants were balanced across the Active-Reflective (n = 77, 54{\%}), and Sequential-Global (n = 96, 68{\%}) scales. Across the other scales, sensing (n = 97, 68{\%}) and visual (n = 76, 53{\%}) were the most common preferred learning style. There were only a small proportion who had a preferred learning style of reflective (n = 21, 15{\%}), intuitive (n = 5, 4{\%}), verbal (n = 11, 8{\%}) or global learning (n = 15, 11{\%}). Results indicated that gender, age and years since undergraduate education were not related to the identified preferred learning styles. Conclusions: The identification of Registered Nurses' learning style provides information that nurse educators and others can use to make informed choices about modification, development and strengthening of professional hospital-based educational programs. The use of the Index of Learning Styles questionnaire and its ability to identify 'balanced' learning style preferences may potentially yield additional preferred learning style information for other health-related disciplines.",
author = "Judy McCrow and Andrea Yevchak and Peter Lewis",
year = "2014",
month = "3",
day = "1",
doi = "10.1016/j.nepr.2013.08.019",
language = "English (US)",
volume = "14",
pages = "170--175",
journal = "Nurse Education in Practice",
issn = "1471-5953",
publisher = "Churchill Livingstone",
number = "2",

}

A prospective cohort study examining the preferred learning styles of acute care registered nurses. / McCrow, Judy; Yevchak, Andrea; Lewis, Peter.

In: Nurse Education in Practice, Vol. 14, No. 2, 01.03.2014, p. 170-175.

Research output: Contribution to journalArticle

TY - JOUR

T1 - A prospective cohort study examining the preferred learning styles of acute care registered nurses

AU - McCrow, Judy

AU - Yevchak, Andrea

AU - Lewis, Peter

PY - 2014/3/1

Y1 - 2014/3/1

N2 - Objectives: This paper reports on the preferred learning styles of Registered Nurses practicing in acute care environments and relationships between gender, age, post-graduate experience and the identified preferred learning styles. Methods: A prospective cohort study design was used. Participants completed a demographic questionnaire and the Felder-Silverman Index of Learning Styles (ILS) questionnaire to determine preferred learning styles. Results: Most of the Registered Nurse participants were balanced across the Active-Reflective (n = 77, 54%), and Sequential-Global (n = 96, 68%) scales. Across the other scales, sensing (n = 97, 68%) and visual (n = 76, 53%) were the most common preferred learning style. There were only a small proportion who had a preferred learning style of reflective (n = 21, 15%), intuitive (n = 5, 4%), verbal (n = 11, 8%) or global learning (n = 15, 11%). Results indicated that gender, age and years since undergraduate education were not related to the identified preferred learning styles. Conclusions: The identification of Registered Nurses' learning style provides information that nurse educators and others can use to make informed choices about modification, development and strengthening of professional hospital-based educational programs. The use of the Index of Learning Styles questionnaire and its ability to identify 'balanced' learning style preferences may potentially yield additional preferred learning style information for other health-related disciplines.

AB - Objectives: This paper reports on the preferred learning styles of Registered Nurses practicing in acute care environments and relationships between gender, age, post-graduate experience and the identified preferred learning styles. Methods: A prospective cohort study design was used. Participants completed a demographic questionnaire and the Felder-Silverman Index of Learning Styles (ILS) questionnaire to determine preferred learning styles. Results: Most of the Registered Nurse participants were balanced across the Active-Reflective (n = 77, 54%), and Sequential-Global (n = 96, 68%) scales. Across the other scales, sensing (n = 97, 68%) and visual (n = 76, 53%) were the most common preferred learning style. There were only a small proportion who had a preferred learning style of reflective (n = 21, 15%), intuitive (n = 5, 4%), verbal (n = 11, 8%) or global learning (n = 15, 11%). Results indicated that gender, age and years since undergraduate education were not related to the identified preferred learning styles. Conclusions: The identification of Registered Nurses' learning style provides information that nurse educators and others can use to make informed choices about modification, development and strengthening of professional hospital-based educational programs. The use of the Index of Learning Styles questionnaire and its ability to identify 'balanced' learning style preferences may potentially yield additional preferred learning style information for other health-related disciplines.

UR - http://www.scopus.com/inward/record.url?scp=84897669175&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84897669175&partnerID=8YFLogxK

U2 - 10.1016/j.nepr.2013.08.019

DO - 10.1016/j.nepr.2013.08.019

M3 - Article

C2 - 24075793

AN - SCOPUS:84897669175

VL - 14

SP - 170

EP - 175

JO - Nurse Education in Practice

JF - Nurse Education in Practice

SN - 1471-5953

IS - 2

ER -