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Learning styles and teaching/learning strategy preferences: implications for educating nurses in critical care, the
B Goldrick1, B Gruendemann, E Larson
1Center for Research and Scholarship, Georgetown University School of Nursing, Washington, DC 20007.
Objective:
To assess the learning styles and educational strategy preferences among critical care nurses, operating room nurses, and infection control practitioners.
Design:
Descriptive multicenter survey using a self-report questionnaire.
Setting:
108 hospitals from nine geographic regions of the United States.
Participants:
A random sample of 303 (93%) nurses in the three specialties responded to the survey questionnaires.
Results:
The majority of participants (64%) had an abstract learning style and preferred the self-directed, discovery approach to learning.
Conclusions:
Nurses may be more abstract in their learning styles than previously reported. Experiential learning theory is an effective means of identifying nurses' learning styles and teaching/learning preferences, which can then be used to plan basic and continuing educational programs.