Learning styles of nursing graduate students enrolled in a master's degree program

ABSTRACT

Objective: The purpose of this study was to identify the learning styles of nursing graduate students enrolled in a master's degree program at a public USA university. Methods: The study was guide by the individual and social constructivism framework. Data were collected with a personal data sheet and with the Inventory of Learning Process-Revised (ILP-R), coded and entered into the Statistical Package for the Social Science (SPSS) data processor. Results: Although there were no statistical significant differences between graduate student regarding learning styles, the study's findings suggest a trend toward elaborative, in depth, and student-centered learning styles. The least used learning style was the methodical approach or literal memorization. In addition, there were positive relationships between and among sub-scales of ILP-R. Conclusion: The findings of this study might be useful to nursing faculty because they provide some insights about the learning styles to which nursing graduate students are more likely to adhere.