Student Learning Style In Nursing Education Understanding student learning styles is critical in nursing education, as it informs educators on how to tailor instruction to meet the diverse needs of students. This article explores the importance of identifying and assessing learning style preferences, designing frameworks and models for nursing education, and understanding Kolb’s Learning Style Model in the context of nursing education.
Understanding Student Learning Style Preferences
Learning in nursing is informed by several theoretical models, such as cognitive constructivism and experiential learning. From a cognitive perspective, learning is an active process where the student constructs meaning based on prior knowledge and their worldview (Kolb, 1984). This approach emphasizes the acquisition of knowledge rather than behavioral changes. In contrast, experiential learning focuses on learning through direct experiences. This involves having a concrete experience, reflecting on it, creating meaning from the experience, and applying that meaning to new situations (Kolb, 1984).
Nurse educators are responsible for promoting learning through cognitive and experiential strategies, which may vary based on each student’s learning style. Developing cognitive abilities in students requires a shift from content-focused teaching to student-centered learning. Educators must continuously rethink their teaching approaches and use varied methods to address the needs of all students.
Assessing Diverse Learning Style Preferences
The National League for Nursing (NLN) emphasizes the importance of identifying individual learning style preferences to promote student development and socialization, particularly among culturally diverse, non-traditional, and at-risk students (NLN, 2012a). Learning style preference refers to the ways in which students perceive, interact with, and respond to their learning environment (Kolb & Kolb, 2005). These preferences can be influenced by cognitive, affective, physiological, and cultural factors.
Although learning styles have been extensively studied, there is ongoing debate regarding whether teaching should be tailored to specific styles. Some researchers argue that matching instruction to content and expected outcomes is more important than adhering to individual learning styles (Pashler et al., 2008). Nonetheless, nurse educators must still identify students’ learning preferences to design appropriate learning experiences that meet the complex needs of today’s nursing students (Fountain & Alfred, 2009).
Early identification of learning styles can empower students to utilize their preferences to achieve academic success. Minority and non-traditional students often have diverse learning styles and cultural preferences, and acknowledging these differences can enhance the learning environment and improve student performance (Choi, Lee, & Jung, 2008).
Designing Learning Style Frameworks and Models
Several learning style models guide educators in understanding and addressing student preferences. Two of the most widely known models are the Witkin Model and the Myers-Briggs Type Indicator (MBTI).
- Witkin Model: This model focuses on cognitive style, assessing how students perceive and process information. It classifies students on a continuum of field dependence to field independence. Field-independent learners tend to be autonomous in acquiring unfamiliar technical skills, while field-dependent learners prefer structured learning environments and require more feedback for success (Witkin & Goodenough, 1981). Nursing students, who often exhibit field-dependent characteristics, may require tailored instructional strategies to prevent academic failure (Noble, Miller, & Heckman, 2008).
- Myers-Briggs Type Indicator (MBTI): The MBTI categorizes individuals into 16 personality types based on four factors: extroversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perceiving. This model helps individuals recognize their strengths and areas for improvement (Hirsh, Hirsh, & Hirsh, 2009).
- Kolb’s Experiential Learning Model: One of the most widely used models in nursing education, Kolb’s model classifies learners into four styles: diverging (concrete experience and reflective observation), assimilating (abstract conceptualization and reflective observation), converging (abstract conceptualization and active experimentation), and accommodating (concrete experience and active experimentation) (Kolb, 1978). According to Kolb, learning involves using all styles at different times, though students may prefer one style over others.
- Gregorc’s Mind Style Model: This model identifies two dimensions—concrete to abstract and sequential to random—through which learners process information. Learners are classified as either concrete-sequential, abstract-sequential, concrete-random, or abstract-random. The Gregorc Style Delineator (GSD) helps learners and educators understand these preferences (Hawk & Shah, 2007).
Kolb’s Learning Style in Nursing Education
Kolb’s Learning Style Inventory (LSI) is a widely used tool in nursing education. The LSI classifies students into one of four learning styles based on how they perceive and process information. This model is grounded in the belief that learning requires different abilities, including concrete experiences, reflective observation, abstract conceptualization, and active experimentation (Kolb, 1984). The LSI provides insight into how nursing students prefer to learn and can inform educators in developing learning strategies tailored to individual needs.
Gregorc’s Mind Style Model, as well as other frameworks like the Dunn, Dunn, and Price Productivity Environmental Preference Survey (PEPS), and Fleming’s VARK model, are also utilized in nursing education. These models help educators design teaching strategies that align with various learning preferences.
- Gregorc’s Model: As mentioned earlier, Gregorc’s model uses the GSD to classify students into four learning styles, providing insight into how they process information. Educators can use this information to develop instructional strategies that cater to these styles.
- Dunn, Dunn, and Price Model: This model emphasizes environmental, emotional, and sociological factors in learning, helping students and educators identify biologically based learning preferences (Dunn et al., 1996).
- VARK Model: Fleming’s VARK model categorizes learners as visual, auditory, reading/writing, or kinesthetic. This model helps students and educators understand the ways in which individuals prefer to receive and deliver information. The VARK inventory provides metrics on each of these preferences, allowing educators to adapt their teaching methods accordingly (Fleming, 2001).
Conclusion
Understanding and addressing student learning style preferences is essential in nursing education. By identifying these preferences early in the curriculum, educators can develop teaching strategies that meet the diverse needs of their students. Various models, such as those developed by Kolb, Witkin, Gregorc, and Fleming, offer frameworks that guide educators in creating inclusive and effective learning environments. While debate exists on the efficacy of tailoring instruction solely to learning styles, recognizing and incorporating diverse learning preferences can enhance student engagement and academic success.
As nurse educators continue to innovate their teaching methods, they must also remain adaptable, using a variety of strategies to support student learning in a rapidly evolving healthcare landscape. By doing so, they will not only foster academic success but also prepare nursing students to become effective, compassionate, and culturally competent healthcare professionals.
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