Student and faculty learning styles in a Canadian and a Chilean self-directed, problem-based nursing program.

Area of Science:

• Nursing Education
• Learning Styles Research
• Adult Learning Theories

Background:

• Self-directed learning (SDL) and problem-based learning (PBL) are increasingly utilized in nursing education.
• Understanding learning style differences between students and faculty is crucial for effective pedagogical approaches in SDL/PBL environments.
• Comparative analysis of learning styles across different cultural contexts (Canada and Chile) is needed.

Purpose of the Study:

• To identify and compare the learning styles of nursing faculty and entry-level students within two distinct SDL/PBL nursing programs.
• To analyze differences in learning modes, specifically active experimentation and abstract conceptualization, between Canadian and Chilean nursing students and faculty.

Main Methods:

• A descriptive comparative study utilizing the Kolb Learning Style Inventory (LSI-1985).
• Data collected from 94 first-year generic students, 63 post-R.N. students, and 22 faculty in Canada.
• A Spanish translation of the Kolb LSI-1985 administered to 37 incoming nursing students and 13 faculty in Chile.

Main Results:

• Significant differences were found among the four groups in the active experimentation learning mode (ANOVA).
• Chilean students demonstrated significantly lower active experimentation scores compared to their faculty and Canadian students.
• Canadian faculty scored higher in abstract conceptualization than Chilean faculty.

Conclusions:

• Findings highlight potential challenges for Chilean students in adopting self-directed learning due to lower active experimentation.
• Implications for faculty development in Canada regarding educator roles within SDL/PBL frameworks, particularly concerning abstract conceptualization.
• The study underscores the importance of considering cultural context and learning style variations in nursing education program design.