نبذة مختصرة : Objective: to analyze the learning styles of nursing students and discuss their implications in the use of teaching approach in teaching practice.Methodology: first, second, third and fourth-year nursing students were recruited through consecutive sampling. The Honey-Alonso Learning Styles Questionnaire and a demographic questionnaire were applied. Descriptive analysis and test of normality in all variables were carried out. Mann-Whitney and Kruskal-Wallis tests were used for the analysis of learning styles and demographic variables. Correlations among styles were examined using the coefficient of Pearson. Finally, it was discussed the influence of learning styles in the use of teaching approach in teaching practice. The type I error was fixed in < 0.05 % on all tests.Results: 169 students with average age of 24.5 years old and predominance of female gender (81.7 %) participated. The predominant learning style was reflective (53.8 %). It was identified that age impacts the preference of learning styles (p = 0.03), and that active and pragmatic styles and reflective, theoretical and mixed styles, were positively correlated (p < 0.05). Conclusion: the reflective learning style was the most widely used; however, there are several preferences on learning styles among nursing students. The teacher has the challenge of using different teaching strategies to facilitate individual andgroup learning. ; Objetivo: analizar los estilos de aprendizaje de los estudiantes de enfermería y discutir sus implicaciones en el uso de didácticas en la práctica docente.Metodología: a través de un muestreo consecutivo se reclutaron estudiantes de primero, segundo, tercero y cuarto año de enfermería. Se aplicó el Cuestionario Honey-Alonso de Estilos de Aprendizaje y un cuestionario demográfico. Se efectuó análisis descriptivo y test de normalidad en todas las variables. Se emplearon las pruebas Mann-Whitney y Kruskal-Wallis para el análisis entre los estilos de aprendizaje y las variables demográficas. Se examinaron correlaciones ...
Relation: https://revistas.unal.edu.co/index.php/avenferm/article/view/75179/71316; https://revistas.unal.edu.co/index.php/avenferm/article/view/75179/73130; Alrabah S, Wu S, Alotaibi AM. The Learning styles and multiple intelligences of EFL college students in Kuwait. Int Educ Stud [Internet]. 2018 [citado 2018 nov. 16];11(3):38-47. Disponible en: DOI: https://doi.org/10.5539/ies.v11n3p38; Alonso CM, Gallego DJ, Honey P. Los estilos de aprendizaje: procedimientos de diagnóstico y mejora. Bilbao: Mensajero; 1997. 222 p.; Valdés A, Coll C, Falsafi L. Experiencias transformadoras que nos confieren identidad como aprendices: las experiencias clave de aprendizaje. Perfiles Educ [Internet]. 2016 [citado 2018 nov. 14];38(153):168-85. Disponible en: DOI: https://doi.org/10.4161/viru.24041; Acosta JZ, Quiro LA, Rueda LM. Estilos de aprendizaje, estrategias de aprendizaje y su relación con el uso de las TIC en estudiantes de educación secundaria. J Learn Styles [Internet]. 2018 [citado 2018 nov. 16];11(21):130-59. Disponible en: http://learningstyles.uvu.edu/index.php/jls/article/view/348; Serrano E, Molina M, Manrique D, Baumela L, Zanardini D. Aprendizaje experiencial en ciencia de datos: satisfacción de los estudiantes para tres modelos de enseñanza y aprendizaje. Congreso Internacional sobre aprendizaje, innovación y competividad 2017 [Internet]. 2017 [citado 2018 nov. 16];2008(Cinaic):69-73. Disponible en: https://repositorio.grial.eu/handle/grial/1016; Kanadli S. A meta-analysis on the effect of instructional designs based on the learning styles models on academic achievement, attitude and retention. Kuram ve Uygulamada Egit Bilim [Internet]. 2016 [citado 2018 nov. 16];16(6):2057-86. Disponible en: https://eric.ed.gov/?id=EJ1130762; Bratz JKA, Sandoval-Ramírez M. Competencias éticas para el desarrollo del cuidado en enfermería. Rev Bras Enferm [Internet]. 2018 [citado 2018 nov. 16];71:1915-20. Disponible en: DOI: https://doi.org/10.1590/0034-7167-2017-0539; Baraz S, Memarian R, Vanaki Z. The diversity of Iranian nursing students’ clinical learning styles: a qualitative study. Nurse Educ Pract [Internet]. 2014 [citado 2018 nov. 16];14(5):525-31. Disponible en: DOI: https://doi.org/10.1016/j.nepr.2014.03.004; Andreou C, Papastavrou E, Merkouris A. Learning styles and critical thinking relationship in baccalaureate nursing education: a systematic review. Nurse Educ Today [Internet]. 2014 [citado 2018 nov. 16];34(3):362-71. Disponible en: DOI: https://doi.org/10.1016/j.nedt.2013.06.004; Borda-Pérez M, Tuesca-Molina R, Navarro- Lechuga E. Métodos cuantitativos. Herramientas para la investigación en salud. 4.a ed. Barranquilla: Universidad del Norte; 2013. 402 p.; Escurra-Mayaute L. Análisis psicométrico del Cuestionario de Honey y Alonso de Estilos de Aprendizaje (CHAEA) con los modelos de la teoría clásica de los tests y de Rasch. Persona [Internet]. 2011 [citado 2017 abr. 27];14:71-109. Disponible en: http://www.redalyc.org/html/1471/147122650003/; Asociación Médica Mundial. Declaración de Helsinki de la AMM. Principios éticos para las investigaciones médicas en seres humanos [Internet]. Fortaleza, Brasil: 64ª Asamblea; 2013 [citado 2017 abr. 27]. Disponible en: http://www.isciii.es/ISCIII/es/contenidos/fd-investigacion/fd-evaluacion/fd-evaluacion-eticainvestigacion/Declaracion-Helsinki-2013-Esp.pdf; Gonzales LK, Glaser D, Howland L, Clark MJ, Hutchins S, Macauley K et al. Assessing learning styles of graduate entry nursing students as a classroom research activity: a quantitative research study. Nurse Educ Today [Internet]. 2017 [citado 2018 nov. 16];48:55-61. Disponible en: DOI: https://doi.org/10.1016/j.nedt.2016.09.016; McKenna L, Copnell B, Butler AE, Lau R. Learning style preferences of Australian accelerated postgraduate pre-registration nursing students: a cross-sectional survey. Nurse Educ Pract [Internet]. 2018 [citado 2018 nov. 9];28:280-4. Disponible en: DOI: https://doi.org/10.1016/j.nepr.2017.10.011; Hallin K. Nursing students at a university - A study about learning style preferences. Nurse Educ Today [Internet]. 2014 [citado 2018 nov. 15];34(12):1443- 9. Disponible en: DOI: https://doi.org/10.1016/j.nedt.2014.04.001; Shinnick MA, Woo MA. Learning style impact on knowledge gains in human patient simulation. Nurse Educ Today [Internet]. 2015 [citado 2018 nov. 16];35(1):63-7. Disponible en: DOI: https://doi.org/10.1016/j.nedt.2014.05.013; Rodríguez HDJD, Limón JAG, Pisfil ML, Torres DV, Exume JCD. Estilos de aprendizaje: un estudio diagnóstico en el centro universitario de ciencias económico-administrativas de la U de G. Rev Educ Super [Internet]. 2015 [citado 2018 nov. 16];44(175):121- 40. Disponible en: DOI: https://doi.org/10.1016/j.resu.2015.09.005; Samarakoon L, Fernando T, Rodrigo C. Learning styles and approaches to learning among medical undergraduates and postgraduates. BMC Med Educ [Internet]. 2013 [citado 2018 nov. 16];13(42):1-6. Disponible en: DOI: https://doi.org/10.1186/1472-6920-13-42; Bhalli MA, Khan IA, Sattar A. Learning style of medical students and its correlation with preferred teaching methodologies and academic achievement. J Ayub Med Coll Abbottabad [Internet]. 2015 [citado 2018 nov. 16];27(4):837-42. Disponible en: https://www.ncbi.nlm.nih.gov/pubmed/27004335; Boström L, Hallin K. Learning style differences between nursing and teaching students in Sweden: a comparative study. Int J High Educ [Internet]. 2013 [citado 2018 nov. 16];2(1):22-34. Disponible en: DOI: https://doi.org/10.5430/ijhe.v2n1p22; Li Y-S, Yu W-P, Liu C-F, Shieh S-H, Yang B-H. An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs. Contemp Nurse [Internet]. 2014 [citado 2018 nov. 16];48(2):229-39. Disponible en: https://europepmc.org/abstract/med/25345890; Aslaksen K, Loras H. The modality-specific learning style hypothesis: a mini-review. Front Psychol [Internet]. 2018 [citado 2018 nov. 15];9(1538):1- 5. Disponible en: DOI: https://doi.org/10.3389/fpsyg.2018.01538; McDonald EW, Boulton JL, Davis JL. E-learning and nursing assessment skills and knowledge – An integrative review. Nurse Educ Today [Internet]. 2018 [citado 2018 nov. 15];66:166-74. Disponible en: DOI: https://doi.org/10.1016/j.nedt.2018.03.011; San Rafael-Gutiérrez S, Siles-González J, Solano-Ruiz C. El diario del estudiante de enfermería en la práctica clínica frente a los diarios realizados en otras disciplinas. Una revisión integradora. Aquichan [Internet]. 2014 [citado 2018 nov. 15];14(3):403-16. Disponible en: DOI: https://doi.org/10.5294/aqui.2014.14.3.10; Olivé-Ferrer MC, Getino-Canseco MR, Sanfeliu- Cortés MV, Bardají-Fandos T. El diario reflexivo. Una vivencia de aprendizaje en las estancias clínicas enfermeras. Rev Iber Educ [Internet]. 2014 [citado 2018 nov. 16];65(2):1-13. Disponible en: http://hdl.handle.net/2445/56473; Keeling J, Templeman J. An exploratory study: student nurses’ perceptions of professionalism. Nurse Educ Pract [Internet]. 2013 [citado 2018 nov. 16];13(1):18-22. Disponible en: DOI: https://doi.org/10.1016/j.nepr.2012.05.008; Pretorius L, Ford A. Reflection for learning: teaching reflective practice at the beginning of university study. Int J Teach Learn High Educ [Internet]. 2016 [citado 2018 nov. 16];28(2):241-53. Disponible en: https://eric.ed.gov/?id=EJ1111149; Ruiz-López M, Rodríguez-García M, Villanueva P-G, Márquez-Cava M, García-Mateos M, Ruiz-Ruiz B et al. The use of reflective journaling as a learning strategy during the clinical rotations of students from the faculty of health sciences: an actionresearch study. Nurse Educ Today [Internet]. 2015 [citado 2018 nov. 9];35(10):e26-31. Disponible en: DOI: https://doi.org/10.1016/j.nedt.2015.07.029; Huertas A, López O, Sanabria L. Influence of a metacognitive scaffolding for information search in b-learning courses on learning achievement and its relationship with cognitive and learning style. J Educ Comput Res [Internet]. 2016 [citado 2018 nov. 16];55(2):147-71. Disponible en: DOI: https://doi.org/10.1177/0735633116656634; Greenwood VA, Mosca C. Flipping the nursing classroom without flipping out the students. Nurs Educ Perspect [Internet]. 2017 [citado 2018 nov. 16];38(6):342-3. Disponible en: DOI: https://doi.org/10.1097/01.NEP.0000000000000167; De Lima MM, Reibnitz KS, Kloh D, Vendruscolo C, Corrêa AB. Diálogo: rede que entrelaça a relação pedagógica no ensino prático- reflexivo. Rev Bras Enferm [Internet]. 2016 [citado 2018 nov. 16];69(4):654- 61. Disponible en: DOI: https://doi.org/10.1590/0034-7167.2016690406i; https://revistas.unal.edu.co/index.php/avenferm/article/view/75179
_1.png)
Processing Request
No Comments.