American Journal of Applied Psychology

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Learning Styles Among Undergraduate Nursing Students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran

Received: 05 June 2015    Accepted: 20 October 2015    Published: 28 October 2015
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Abstract

Background: Learning style has been the focus of numerous studies, but it remains complex and affected by many factors. Nursing students should learn large quantities of theoretical content in a short period of time. Aims: The purpose of this study was to determine learning styles among undergraduate nursing students in School of nursing and midwifery, Tehran University of Medical Sciences, Tehran, Iran. Method: Using Institutional based cross-sectional descriptive study and self-administrated structured questionnaire. The questionnaire was divided into two sections including (a) demographic profile, and (b) Kolb’s Learning Style Inventory. Data was collected from 232 systematically selected undergraduate nursing students from School of nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. After coding and cleaning, data was entered and analyzed by SPSS Window version 21. Descriptive statistics was used to see the frequency and percentage of each variable. P-value <0.005 was significance measurement for the result in this study. Results: A total of 232 undergraduate Nursing students on the study; the majority 143(61.6%) were female and 89 (38.4%) of respondents were male. Most of the participants (60.8%) being in the age group of 20-25 years. The most frequency learning style of students was AC (37.5%). In addition, AE (30.17%), RO (19.83%) and CE (12.5%) were in the next order in LS of students. However, there was a relationship between self management and AC of LS (F=8.485; P=0.004).In addition, female students were a high scorer than male students respectively (55.6% and 14.4%). There was no relationship between LS and self study, permanent residence, living, place and the average hours of independent study. Conclusion: Facing the various challenges of the effective learning issue, many researchers attempted to conceptually systematize the learning preferences by constructing explanatory models of learning styles.

DOI 10.11648/j.ajap.20150406.14
Published in American Journal of Applied Psychology (Volume 4, Issue 6, November 2015)
Page(s) 150-156
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

LS, Nursing Students’, Iran, Undergraduate Degree

References
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Author Information
  • Department of Medical Surgical in Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran

  • Department of Medical Surgical in Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran

  • Departments of Critical Care Unit, School of Nursing and Midwifery, Tehran University of Medical Sciences Tehran, Iran

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    Addis Adera Gebru, Shahrazad Ghiyasvandian, Noorodin Mohammodi. (2015). Learning Styles Among Undergraduate Nursing Students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. American Journal of Applied Psychology, 4(6), 150-156. https://doi.org/10.11648/j.ajap.20150406.14

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    Addis Adera Gebru; Shahrazad Ghiyasvandian; Noorodin Mohammodi. Learning Styles Among Undergraduate Nursing Students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. Am. J. Appl. Psychol. 2015, 4(6), 150-156. doi: 10.11648/j.ajap.20150406.14

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    Addis Adera Gebru, Shahrazad Ghiyasvandian, Noorodin Mohammodi. Learning Styles Among Undergraduate Nursing Students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. Am J Appl Psychol. 2015;4(6):150-156. doi: 10.11648/j.ajap.20150406.14

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  • @article{10.11648/j.ajap.20150406.14,
      author = {Addis Adera Gebru and Shahrazad Ghiyasvandian and Noorodin Mohammodi},
      title = {Learning Styles Among Undergraduate Nursing Students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran},
      journal = {American Journal of Applied Psychology},
      volume = {4},
      number = {6},
      pages = {150-156},
      doi = {10.11648/j.ajap.20150406.14},
      url = {https://doi.org/10.11648/j.ajap.20150406.14},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ajap.20150406.14},
      abstract = {Background: Learning style has been the focus of numerous studies, but it remains complex and affected by many factors. Nursing students should learn large quantities of theoretical content in a short period of time. Aims: The purpose of this study was to determine learning styles among undergraduate nursing students in School of nursing and midwifery, Tehran University of Medical Sciences, Tehran, Iran. Method: Using Institutional based cross-sectional descriptive study and self-administrated structured questionnaire. The questionnaire was divided into two sections including (a) demographic profile, and (b) Kolb’s Learning Style Inventory. Data was collected from 232 systematically selected undergraduate nursing students from School of nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. After coding and cleaning, data was entered and analyzed by SPSS Window version 21. Descriptive statistics was used to see the frequency and percentage of each variable. P-value Results: A total of 232 undergraduate Nursing students on the study; the majority 143(61.6%) were female and 89 (38.4%) of respondents were male. Most of the participants (60.8%) being in the age group of 20-25 years. The most frequency learning style of students was AC (37.5%). In addition, AE (30.17%), RO (19.83%) and CE (12.5%) were in the next order in LS of students. However, there was a relationship between self management and AC of LS (F=8.485; P=0.004).In addition, female students were a high scorer than male students respectively (55.6% and 14.4%). There was no relationship between LS and self study, permanent residence, living, place and the average hours of independent study. Conclusion: Facing the various challenges of the effective learning issue, many researchers attempted to conceptually systematize the learning preferences by constructing explanatory models of learning styles.},
     year = {2015}
    }
    

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    AU  - Addis Adera Gebru
    AU  - Shahrazad Ghiyasvandian
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    AB  - Background: Learning style has been the focus of numerous studies, but it remains complex and affected by many factors. Nursing students should learn large quantities of theoretical content in a short period of time. Aims: The purpose of this study was to determine learning styles among undergraduate nursing students in School of nursing and midwifery, Tehran University of Medical Sciences, Tehran, Iran. Method: Using Institutional based cross-sectional descriptive study and self-administrated structured questionnaire. The questionnaire was divided into two sections including (a) demographic profile, and (b) Kolb’s Learning Style Inventory. Data was collected from 232 systematically selected undergraduate nursing students from School of nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. After coding and cleaning, data was entered and analyzed by SPSS Window version 21. Descriptive statistics was used to see the frequency and percentage of each variable. P-value Results: A total of 232 undergraduate Nursing students on the study; the majority 143(61.6%) were female and 89 (38.4%) of respondents were male. Most of the participants (60.8%) being in the age group of 20-25 years. The most frequency learning style of students was AC (37.5%). In addition, AE (30.17%), RO (19.83%) and CE (12.5%) were in the next order in LS of students. However, there was a relationship between self management and AC of LS (F=8.485; P=0.004).In addition, female students were a high scorer than male students respectively (55.6% and 14.4%). There was no relationship between LS and self study, permanent residence, living, place and the average hours of independent study. Conclusion: Facing the various challenges of the effective learning issue, many researchers attempted to conceptually systematize the learning preferences by constructing explanatory models of learning styles.
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