Learning styles among nursing students, the implications for higher education institutions: A systematic review

  • J Frantz Faculty of Community and Health Sciences University of the Western Cape
DOI: https://doi.org/10.20853/28-6-427

Abstract

Understanding learning styles of nursing students has been highlighted as an area in the scholarship of teaching that needs attention. The aim of this review was to determine the common learning styles of nursing students and determine the appropriate teaching styles needed. A search was conducted using various databases and journals for the periods from 2000 to 2013. Two reviewers independently evaluated the methodological quality of the studies reviewed. The results are presented in a narrative. The 11 articles included in the review. represented four continents and were primarily descriptive studies. The review highlighted that nursing students preferred the kineasthetic and multi-modal learning styles. Kinesthetic learners prefer live examples and lots of interaction. Interactive and real life experiences as teaching methodologies are preferred methods by nursing students and is seen as a holistic approach that incorporated all of their senses of seeing, feeling, smelling, hearing and sometimes tasting.
Published
2016-01-14
How to Cite
Frantz, J. 2016. “Learning Styles Among Nursing Students, the Implications for Higher Education Institutions: A Systematic Review”. South African Journal of Higher Education 28 (6). https://doi.org/10.20853/28-6-427.
Issue
Vol. 28 No. 6 (2014)
Section
Section A

Copyright (c) 2016 J Frantz

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal is an open access journal, and the authors and journal should be properly acknowledged, when works are cited.

Authors, copyright holders, may use the publishers version for teaching purposes, in books, theses, dissertations, conferences and conference papers.

A copy of the authors' publishers version may also be hosted on the following websites:

  • Non-commercial personal homepage or blog.
  • Institutional webpage.
  • Authors Institutional Repository.

The following notice should accompany such a posting on the website: This is an electronic version of an article published in SAJHE, Volume XXX, number XXX, pages XXX “XXX", DOI.  Authors should also supply a hyperlink to the original paper or indicate where the original paper (http://www.journals.ac.za/index.php/SAJHE) may be found.

Authors publishers version, affiliated with the Stellenbosch University will be automatically deposited in the University Institutional Repository  SUNScholar.

Articles as a whole, may not be re-published with another journal.

The following license applies:

Attribution CC BY-NC-ND 4.0