Learning Styles Among Undergraduate Nursing Students’ in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran

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Background: Learning style has been the focus of numerous studies, but it remains complex and affected by many factors. Nursing students should learn large quantities of theoretical content in a short period of time. Aims: The purpose of this study was to determine learning styles among undergraduate nursing students in School of nursing and midwifery, Tehran University of Medical Sciences, Tehran, Iran. Method: Using Institutional based cross-sectional descriptive study and self-administrated structured questionnaire. The questionnaire was divided into two sections including (a) demographic profile, and (b) Kolb’s Learning Style Inventory. Data was collected from 232 systematically selected undergraduate nursing students from School of nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran. After coding and cleaning, data was entered and analyzed by SPSS Window version 21. Descriptive statistics was used to see the frequency and percentage of each variable. P-value <0.005 was significance measurement for the result in this study. Results: A total of 232 undergraduate Nursing students on the study; the majority 143(61.6%) were female and 89 (38.4%) of respondents were male. Most of the participants (60.8%) being in the age group of 20-25 years. The most frequency learning style of students was AC (37.5%). In addition, AE (30.17%), RO (19.83%) and CE (12.5%) were in the next order in LS of students. However, there was a relationship between self management and AC of LS (F=8.485; P=0.004).In addition, female students were a high scorer than male students respectively (55.6% and 14.4%). There was no relationship between LS and self study, permanent residence, living, place and the average hours of independent study. Conclusion: Facing the various challenges of the effective learning issue, many researchers attempted to conceptually systematize the learning preferences by constructing explanatory models of learning styles.