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首页> 外文期刊>American Journal of Nursing Science >The Relationship Between Learning Style and Undergraduate Nursing Students' Academic Achievement in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
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The Relationship Between Learning Style and Undergraduate Nursing Students' Academic Achievement in School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran

机译：德黑兰医科大学护理与助产学院学习风格与护理学本科生学业成绩的关系，伊朗德黑兰

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Background: The 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. Objective: The Relationship between Learning style and undergraduate nursing students' Academic Achievement in School of nursing and midwifery, Tehran University of Medical Sciences, Tehran, Iran Methods: A correlational cross sectional study was conducted. The subjects of this study were Undergraduate nursing students 232 from school grades of years attending to school of nursing and midwifery of Tehran University of Medical Sciences. Data was collected from students through an anonymous learning style questionnaire. The questionnaire was divided into three sections including (a) demographic profile (b) Kolb's Learning Style Inventory (c) Academic achievement. An initial version of the questionnaire was piloted on a small group of nursing students as the context was validated by a panel of expertise in nursing education. All ethical considerations were applied in this study. Data analysis was carried out by using the latest version of the statistical software package SPSS (Version-21). Descriptive and analytical statistical test were used to analyze the data. Results: A total of 232 participated in study of relationship between learning styles, and undergraduate nursing students' academic achievement. One hundred-Forty three participants were female (61.6%), and 89 respondents were male (38.4%); 60.8% were between 20 and 25 years, 33.6% were <20 years, and 5.6% were >25 years old. The most frequency learning style of students was Abstract Conceptualization (37.5%). In addition, Active Experiential (30.17%), Reflective Observation (19.83%) and Concrete Experiencing (12.5%) were in the next order in LS of students. The majority of subjects (52.8%) their academic achievements were at level of Good (the Median score were between (13-16). There was no significant relationship between Learning style and Academic Achievement (P> 0.05). There was a relationship between Learning styles and gender (P<0.05). There was a relationship between learning style and academic level (P=0.041). Conclusion: Not all students are self-directed, and this study suggests that mature students are more self-directed than that entering nurse education direct from high school. Nurses' educators need to assess the Learning style and preferences of their students in order to determine the appropriateness of Self-Directed in learning.
机译：背景：学习风格一直是众多研究的重点，但它仍然很复杂，并受许多因素的影响。护理学生应在短时间内学习大量的理论内容。目的：伊朗德黑兰医科大学护理与助产学学院的学习风格与护理学本科生的学业成绩之间的关系。方法：进行了相关的横断面研究。该研究的对象是来自德黑兰医科大学护理与助产学校就读年级的本科护理学生232。通过匿名学习方式问卷从学生那里收集数据。问卷分为三个部分，包括（a）人口统计资料（b）Kolb的学习风格量表（c）学术成就。问卷调查表的初始版本在少数护理学生中进行了试用，因为其背景已通过护理教育专业小组的验证。在本研究中应用了所有道德考量。使用最新版本的统计软件包SPSS（Version-21）进行数据分析。使用描述性和分析性统计检验来分析数据。结果：共有232名学生参加了学习风格与本科护理学生学习成绩之间关系的研究。一百四十三名参与者是女性（61.6％），而89名受访者是男性（38.4％）; 60至8％的年龄介于20至25岁之间，33.6％的年龄小于20岁，5.6％的年龄大于25岁。学生最频繁的学习方式是抽象概念化（37.5％）。此外，在学生的学习中，主动体验（30.17％），反思性观察（19.83％）和混凝土体验（12.5％）位居第二。大多数受试者（52.8％）的学习成绩处于良好水平（中位数在（13-16）之间）;学习风格与学业成绩之间无显着关系（P> 0.05）。学习风格和性别（P <0.05）。学习风格与学业水平之间存在相关性（P = 0.041）。结论：并非所有学生都是自我指导的，这项研究表明，成熟的学生比自我指导的更加自我指导直接从高中进入护士教育阶段，护士的教育者需要评估学生的学习方式和偏好，以便确定自我指导在学习中的适当性。

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