Learning styles and academic performance in nursing: a case from a simulated clinical experience
DOI:
https://doi.org/10.47606/ACVEN/PH0298Keywords:
Nursing learning, Teaching quality, Education and simulations, Learning styles, Academic performanceAbstract
The relationship between learning styles (EA) and academic performance (RA) of nursing students of a Technological Institute of the Province of Pichincha, Ecuador was analyzed. The research is based on a simulated clinical experience. It is a quantitative, cross-sectional and non-experimental research, which had a descriptive, relational and comparative scope. A census sample of 52 subjects from the first semester was selected. EA was determined with the VARK questionnaire, widely psychometrically validated and considered reliable. Frequencies and percentages were calculated. Ratings were classified into 3 levels. Contingency tables were designed and the contrast of association was based on the Chi2 test. The comparison by groups was performed with the Kruskall-Wallis test; and the contrast by sex with the U-Mann-Whitney test. The results reveal that the modal categories together reflect 65.38%; grouping styles V (3.85%), A (15.38%), R (26.92%), K (19.23%). Multimodal styles were in the minority, reflecting 34.62%, with auditory-kinesthetic (AK: 15.38%) and auditory-reader/writer (AR: 7.69%) standing out. The Reader-Writer-Kinesthetic (RK), Visual-Kinesthetic (VK) and Auditory-Reader-Writer-Kinesthetic (ARK) styles were in the minority. It was identified that the R style had the greatest presence in the very good ratings (12%), to which was added the K style (8%), sharing both 12% for the good performance category; also highlighting the 8% of the A style; although at this level they were surpassed by the AK style (15%). There was no significant association between the styles and PA; and no differences were identified based on sex. The VARK model provides a framework for understanding self-perceptions regarding learning. However, its relationship with RA remains unclear.
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Copyright (c) 2024 Johanna E. Pachacama Sangoquiza, Jaime Francisco Saraguro Reyes, Víctor Manuel Reyes, Adriana Gabriela Sequera Morales, Paula Francisca Davelouis Casana
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