Learning styles of baccalaureate nursing students and attitudes toward theory-based nursing.

Abstract

The purpose of this study was to investigate personal and environmental factors related to undergraduate and post-RN nursing students' attitudes toward theory-based nursing from Kolb's experimental learning theory perspective. The study is part of a larger project designed to test aspects of Kolb's theory in the nursing population. Hypotheses about relationships among learning styles, perception of environmental press, experience in nursing, attitudes toward theory-based nursing, preferred nursing theory, and preferred method of learning theory were proposed for investigation. Seventy-six post-RN and 121 upper-level generic baccalaureate nursing students each completed two measures of personal learning style, a measure of perception of environmental press of nursing learning environments, and a nursing theories questionnaire. Learning style and environmental press perceptions were found to be significantly related to attitudes toward theory-based nursing. Concrete learners and subjects who perceived nursing environments to be predominantly concrete were significantly less positive toward theory-based nursing than abstract learners. Experience in nursing was found to be related to perception of environmental press. Learning style was not found to be significantly related to preferred method of learning nursing theories nor to preferred nursing theory for practice. Implications for nursing education are discussed.