The Relationship between Learning Styles and Problem-Solving Strategies in Undergraduate Nursing Students of Isfahan University of Medical Sciences, Iran

AUTHORS

Reyhaneh Taheri 1 , Fariba Karimi 2 , *

1 M.A. in Educational Planning, Department of Educational Sciences, School of Educational Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran, Iran

2 Ph.D. in Educational Management, Associate Professor, Department of Educational Sciences, School of Educational Sciences, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran, Iran

How to Cite: Taheri R , Karimi F . The Relationship between Learning Styles and Problem-Solving Strategies in Undergraduate Nursing Students of Isfahan University of Medical Sciences, Iran, Strides Dev Med Educ. 2017 ; 13(6):e61051.

ARTICLE INFORMATION

Strides in Development of Medical Education: 13 (6); e61051
Published Online: March 31, 2017
Article Type: Research Article
Received: August 30, 2017
Accepted: October 09, 2016

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Abstract

Background & Objective: Individuals, based on their learning styles, have different interpretation of the environment and issues and choose different problem-solving strategies. The objective of the present research was identifying the relationship between learning methods and problem-solving strategies among students of the bachelor of nursing in Isfahan University of Medical Sciences, Iran.

Methods: The present study was a correlational research. The statistical population included students of the bachelor of nursing in Isfahan University of Medical Sciences in 2013-2014 (n = 380). From among them, 191 individuals were selected through cluster random sampling and based on sample size determined using Cochran`s sample size formula. The data collection tools included Kolb’s Learning Styles Inventory (LSI) and the Problem-Solving Approaches Questionnaire (Cassidy & Long). The face validity of the questionnaires was accepted due to their high application rate. The reliability of the questionnaires was estimated as more than 0.70. Data were analyzed using stepwise regression and the Pearson correlation coefficient.

Results: The results showed an inverse relationship between experiential learning style and constructive problem-solving style. In addition, there was a direct relationship between experiential learning style and non-constructive problem-solving style. There was a reverse relationship between abstract conceptualization and non-constructive problem-solving style. The best predictor of constructive and non-constructive problem-solving styles was experiential learning style.

Conclusion: Based on the relationship observed between learning styles and problem-solving styles, it is suggested that learning styles and practices be introduced to students and teachers in training courses so that they use suitable problem-solving styles based on the identified learning styles. Moreover, the provision of nursing courses that provide the possibility of experiential learning for students is highly recommended.

Keywords

Problem-solving strategies Learning style Nursing students

© 2017, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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