Learning Styles of Nursing and Midwifery Undergraduates of University of Peradeniya, Sri Lanka Utilising the Kolb Learning Style Inventory

Abstract

The Learning Style Inventory (LSI) is a simple self-description test, based on experiential learning theory that is designed to help individuals identify the way they learn from experience. On the other hand if students learning style is known, academics could assist in selecting appropriate instructional methods and educational options. This study was performed to determine the learning style preference and to find out the relationship between learning styles and socioeconomic background of BSc Nursing undergraduates in University of Peradeniya, Sri Lanka. A descriptive, cross-sectional design was used. One hundred and forty four undergraduate nursing students participated in the study. Data was collected using selfadministered questionnaires covering the demographic features of students and the Kolb's learning styles inventory. Descriptive statistical procedures were used for analysis. The response rate was 83% (n=144). The majority of nursing students investigated in this study were convergers (40.8%), followed by accommodators (38.3%), divergers (16.7%) and assimilators (4.1%). Learning styles of students showed difference between males and females. Most male students had convergent learning style, while the female dominant learning style was accommodating. Further analysis showed that the final year students had more preferences for active experimentation and concrete experience, while the first year students had preferences for abstract conceptualization and active experimentation. An emphasis needs to be placed on student learning styles and its impact in the educational process. An understanding and incorporation of learning styles in the education of health care providers could have a positive impact not only on the teaching and learning process but also on the effectiveness of interdisciplinary team interactions and the patient educational process.