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Related Experiment Video

Updated: Apr 25, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Learning Style Scales: a valid and reliable questionnaire.

Abdolghani Abdollahimohammad1, Rogayah Ja'afar2

  • 1Nursing & Midwifery School, Zabol University of Medical Sciences, Zabol, Iran.

Journal of Educational Evaluation for Health Professions
|August 20, 2014
PubMed
Summary

A new learning style instrument (LSS) was developed and validated for nursing students. This tool helps identify diverse learning preferences and supports tailored educational strategies for better outcomes.

Keywords:
InventoryLearning styleNursing studentsReliabilityValidity

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Area of Science:

  • Nursing Education
  • Educational Psychology
  • Psychometrics

Background:

  • Learning-style instruments are crucial for tailoring educational strategies and addressing learning barriers.
  • A scarcity of psychometrically validated instruments for assessing learning styles exists, particularly for nursing students.
  • Understanding diverse learning styles is essential for effective pedagogy in nursing education.

Purpose of the Study:

  • To develop and validate a reliable learning-style instrument specifically for undergraduate nursing students.
  • To create a tool that assists in identifying individual learning strategies and acknowledging peer diversity.
  • To address the need for psychometrically sound instruments in nursing education research.

Main Methods:

  • A cross-sectional survey was conducted with 156 undergraduate nursing students across two countries.
  • Face and content validity were established by an expert panel.
  • Principal axis factoring (PAF) with oblimin rotation, scree plot, and parallel analysis (PA) were used for construct validation. Reliability was assessed using Cronbach's α, item-total correlations, and test-retest methods.

Main Results:

  • Factor analysis identified five distinct components: perceptive, solitary, analytic, competitive, and imaginative learning styles.
  • The five-component structure was confirmed by PA and scree plot analysis.
  • The instrument demonstrated high reliability, with Cronbach's α >0.70 for all subscales and corrected item-total correlations >0.30.

Conclusions:

  • The developed Learning Style Survey (LSS) is a valid and reliable tool for assessing learning style preferences among nursing students.
  • The LSS is suitable for use in diverse, multicultural educational environments.
  • This instrument can aid educators in understanding and supporting varied learning styles within nursing programs.