Abstract
ABSTRACT Objective: to identify the preference of the Nursing students of the University of Magallanes as regards learning styles. Method: a quantitative, descriptive and correlational study of the cross-sectional type was conducted with 186 students from first to fifth year of the undergraduate course, with an age range between 18 and 45 years old. The Honey-Alonso Questionnaire of Learning Styles was applied during the second semester of 2018. For data analysis, distribution of frequencies, descriptive statistics and correlations (Spearman) for the learning styles, using the SPSS v. 22.0. Results: the learning style of highest moderate preference of the Nursing students was the Reflexive one, with a mean value of 53.20%, according to class and to years of study, followed by the Theoretical, with 39%. No statistically significant correlations were found between the years of study and the learning styles (p>0.05); on the other hand, most of the surveyed students present one and two learning styles. Conclusion: knowing the learning styles will allow designing methodological strategies which are adequate for the students' learning styles, and which allow streamlining the learning process. The students object of this study are analytical and reflexive individuals, which very well matches the profile of the Nursing students when it comes to putting their Nursing chores into action.
Highlights
Education is based on the interaction between educating and learning; the author suggests following several steps such as: observing methodological rigor, developing research, working on critical thinking, reflecting and evaluating the methodological practices, and respecting the specific knowledge of each student.This last point makes sense to us if we consider that not all individuals are alike and, as such, we use different mechanisms or modes to learn[1], that is, for those who have deepened on this concept in the educational context, a learning style[2] has been defined as the cognitive, affective, and physiological traits that are used as relatively stable indicators to know how the students interact and respond to the different learning scenarios.[1]
When performing an analysis according to the preference range, from the total results of the learning styles we have from 10% of preferences to 10% of preferences, considering the preference percentages where each style was considered as “high and very high”, the participants point out the Theoretical style in the first place with 42.5% of the preferences, followed by the Active (35.5%) and by the Pragmatic (29.6%) styles
One of them was conducted in the University of Concepción, Chile, where the Honey and Alonso Learning Style Questionnaire (HALSQ) questionnaire was applied relating it to two subjects of the first semester of the first year:[193] Nursing students participated of the study, which consisted of two consecutive cohorts (2009-2010), and which concluded that the predominant style was the Reflexive one
Summary
Education is based on the interaction between educating and learning; the author suggests following several steps such as: observing methodological rigor, developing research, working on critical thinking, reflecting and evaluating the methodological practices, and respecting the specific knowledge of each student. This last point makes sense to us if we consider that not all individuals are alike and, as such, we use different mechanisms or modes to learn[1], that is, for those who have deepened on this concept in the educational context, a learning style[2] has been defined as the cognitive, affective, and physiological traits that are used as relatively stable indicators to know how the students interact and respond to the different learning scenarios.[1] understanding that this process is dynamic and is the result of the professor-student interaction in a specific setting.[3,4]. As a public Higher Education institution, the University of Magallanes has stated in its Institutional Educational Project being committed to the integral training of the students, favoring the teaching-learning process centered on the application of systemic educational processes that base their operation on learning, with emphasis on generating situations or conditions for such a process to effectively occur in the student and to allow developing the promised competences in their training profiles of the different University courses
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