Learning styles: a curricular challenge for nursing education.

Revista Ciencia y Cuidado

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Field Value
 
Title Learning styles: a curricular challenge for nursing education.
Estilos de aprendizaje: un reto curricular para la educación en enfermería.
 
Creator Matagira Rondón, Giselly
Torres Panesso, Martha Cecilia
Berrio osorio, Natalia
 
Subject Learning
Nursing Education
Nursing Students
Aprendizaje
educación en enfermería
estudiantes de enfermería
 
Description Objective: Determine the learning styles and related factors in students from the nursing program of a private university in Medellin (Colombia). Materials and Methods: Transversal research with analytical intention, applied to 179 students enrolled in the nursing program. The data was recollected through: a self-applied interview that allowed to investigate relating sociodemographic and personal variables; as well as a questionnaire of Honey Alonso, CHAEA, about learning styles (Active, Reflexive, Theoretical and Pragmatic). The qualitative variables were obtained through frequency measures and the quantitative variables were obtained through central tendency. A bivariate analysis was performed using the Pearson’s chi-squared test; no statistical significance was obtained (p>0,05). Results: In the population studied women predominated with 85.4%; and the marital status ‘single’ with 89%. Regarding educative resources used, it was observed that: 62.1% go to the library to find information, and 65.9% use data bases as sources of information. The most used learning style was reflexive with 15% followed by theoretical with 14%. Conclusions: Nursing students apply the different learning styles in diverse semesters; however, there is a tendency toward the reflexive and theoretical styles; therefore, knowing these tendencies is a challenge for university teachers, since it requires performing different learning procedures to develop the nursing thinking in the students, according to their learning preference.}
 
Keywords: Learning, Nursing Education, Nursing Students.
Objetivo: Determinar los estilos de aprendizaje y factores relacionados, en los estudiantes del programa de enfermería de una universidad privada en Medellín (Colombia). Materiales y métodos: Investigación transversal con intención analítica, apli cada a 179 estudiantes matriculados en el programa de enfermería. La recolección de los datos se realizó a través de: una encuesta autoaplicada que permitió indagar todo lo relacionado con variables sociodemográficas y personales; así como de un cuestionario CHAEA de Honey Alonso sobre estilos de aprendizaje (Activo, Reflexivo, Teórico y Pragmático). Las variables cualitativas se obtuvieron mediante medidas de frecuencia y las variables cuantitativas se consiguieron con medidas de tendencia central. Se realizó un análisis bivariado, utilizando la prueba X2 de Pearson; no se obtuvo significancia estadística (p > 0,05). Resultados: En la población estudiada predominó con un 85,4% las mujeres; el estado civil fue el de soltero, con un 89%. En cuanto a los recursos educativos empleados, se observó que: el 62,1% asiste a la biblioteca para búsqueda de información y el 65,9% se sirve de las bases de datos como fuentes de información. El método de aprendizaje más utilizado es el análisis de caso, aunque predomina en la enseñanza la magistralidad. El estilo de aprendizaje que predominó fue el reflexivo con un 15% seguido del teórico con un 14%. Conclusiones: Los estudiantes de enfermería aplican los diferentes estilos de aprendizaje en los diversos semestres; sin embargo, existe una tendencia hacia el estilo de aprendizaje reflexivo y teórico; por tanto, conocer estas tendencias por los docentes universitarios es un reto, ya que se requiere emplear procedimientos diferentes a los habituales en la enseñanza y así desarrollar el pensamiento enfermero en los estudiantes, de acuerdo a su predilección de aprendizaje.
Learning styles: a curricular challenge for nursing education.
Abstract
Objective: Determine the learning styles and related factors in students from the nursing program of a private university in Medellin (Colombia). Materials and Methods: Transversal research with analytical intention, applied to 179 students enrolled in the nursing program. The data was recollected through: a self-applied interview that allowed to investigate relating sociodemographic and personal variables; as well as a questionnaire of Honey Alonso, CHAEA, about learning styles (Active, Reflexive, Theoretical and Pragmatic). The qualitative variables were obtained through frequency measures and the quantitative variables were obtained through central tendency. A bivariate analysis was performed using the Pearson’s chi-squared test; no statistical significance was obtained (p>0,05). Results: In the population studied women predominated with 85.4%; and the marital status ‘single’ with 89%. Regarding educative resources used, it was observed that: 62.1% go to the library to find information, and 65.9% use data bases as sources of information. The most used learning style was reflexive with 15% followed by theoretical with 14%. Conclusions: Nursing students apply the different learning styles in diverse semesters; however, there is a tendency toward the reflexive and theoretical styles; therefore, knowing these tendencies is a challenge for university teachers, since it requires performing different learning procedures to develop the nursing thinking in the students, according to their learning preference.
 
Publisher Universidad Francisco de Paula Santander
 
Date 2019-05-01
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
text/html
 
Identifier https://revistas.ufps.edu.co/index.php/cienciaycuidado/article/view/1606
10.22463/17949831.1606
 
Source Revista Ciencia y Cuidado; Vol 16 No 2: May - August 2019; 31-45
Revista Ciencia y Cuidado; Vol. 16 Núm. 2: Mayo - Agosto 2019; 31-45
2322-7028
1794-9831
 
Language spa
 
Relation https://revistas.ufps.edu.co/index.php/cienciaycuidado/article/view/1606/1501
https://revistas.ufps.edu.co/index.php/cienciaycuidado/article/view/1606/1725
 
Rights Derechos de autor 2019 Revista Ciencia y Cuidado
 

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