Introduction of different teaching methods to take account of learning styles of nursing students

Abstract

INTRODUCTION OF DIFFERENT TEACHING METHODS TO TAKE ACCOUNT OF LEARNING STYLES OF NURSING STUDENTS

Aim. In the study we presented how important it is that nursing care teachers are familiar with the dominant learning style of nursing care students, because they can then plan and use different teaching methods. The aim of the research was to find out the dominant learning style of nursing care students and to describe the use of different teaching methods according to the identified learning styles.

Material and methods. The research was based on quantitative methodology. Kolbl's questionnaire about learning styles was used. To analyse the data basic statistic parameters - frequencies, average values and standard deviation - were applied. The data was processed using the statistical program SPSS 16.0.

Results. The results showed that the dominant learning style is Diverger (50,8%; n=90), followed by Assimilator (23,7%; n=42). There was statistically significant connection between the year of study and learning style (contingency coefficient=0,216; p=0,008; Cramer’s V=0,222).

Conclusion. For assuring quality teaching in nursing care we must know, consider and adapt to different learning styles of nursing care students.