RESEARCH ARTICLE


Descriptive Study of Nursing Students' Learning Styles. Case Study of the Professional Bachelor's Degree Cycle in Nursing of the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco



Abderrahmane Lamiri1, 2, *
iD
, Rabia Qaisar1, 2
iD
, Driss Khoaja1
iD
, Omar Abidi1, 2
iD
, Hind Bouzoubaa1
iD
, Abderrahim Khyati1
iD

1 Interdisciplinary Group of Didactics of Science & Educational Sciences (GIDS&SE-ENSC), The Multidisciplinary Laboratory in Sciences and Information Communication and Education Technology (LAPSTICE), Faculty of Sciences Ben M'sik, Hassan II. University of Casablanca, Casablanca, Morocco
2 The Higher Institute of Nursing Professions and Health Techniques of Casablanca (ISPITSC), Morocco


Article Metrics

CrossRef Citations:
2
Total Statistics:

Full-Text HTML Views: 4600
Abstract HTML Views: 1006
PDF Downloads: 356
Total Views/Downloads: 5962
Unique Statistics:

Full-Text HTML Views: 2571
Abstract HTML Views: 656
PDF Downloads: 295
Total Views/Downloads: 3522



Creative Commons License
© 2020 Lamiri et al.

open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

* Address correspondence to this author at Ben M'sik Faculty of Science, Hassan II University, Interdisciplinary Group of Didactics of Science & Educational Sciences (GIDS&SE-ENSC), Multidisciplinary Laboratory in Sciences and Information Communication and Education Technology (LAPSTICE), Casablanca, Morocco; Tel: 00212 5227-04671; E-mail: abderrahmane.lamiri-etu@etu.univh2c.ma


Abstract

Background:

Learning difficulties experienced by learners are among the most recurring problems in education and, without doubt, the most worrying. Thus, at the beginning of each year, we at the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco (ISPITSC) note the diversity of intrinsic characteristics in our students in the initial training of the Professional Bachelor's (PB) degree cycle in initial nursing training. We believe these characteristics are related to the varied difficulties of adaptation and learning encountered in the first year. However, a lack of knowledge of the learning styles adopted by our students prevents the teaching staff from detecting the difficulties encountered by the learners in assimilating new knowledge during the 3 years of their training course. The identification of these learning styles and subsequent readjustments in training would help improve the quality of training and guarantee an effective mobilisation of knowledge during various care activities, while allowing the acquisition of necessary skills in the context of quality care that meets the needs of patients.

Objective:

The objective of this study is to identify the learning styles of nursing students in the BP nursing cycle at ISPITS Casablanca in Morocco and to classify their origin and nature according to the typology described by Honey and Mumford.

Methods:

Our research used a diagnostic and screening instrument for learning styles developed by Honey and Mumford, the “Learning Style Questionnaire” (LSQ), an abbreviated French version of which (LSQ-Fa) has been translated by Fortin et al. A sample of 49 students received the data collection instrument.

Results:

The study obtained a response rate of 87.75% (43 students). The results are similar to the research that shows that reflector style is the preferred learning style of learners in PB nursing education. However, the study also identified an important category of students who have dual learning styles.

Conclusion:

Given the gap between learners' teaching style and learning style and its consequences for the assimilation of the knowledge provided, nursing educators should adapt their educational strategies to the particularities of their students in order to reduce learning difficulties and promote the effective mobilisation of knowledge in various complex learning situations.

Keywords: Learning style, Nursing care, Nursing students, Nursing education, Learning difficulties, Educational strategies.