Learning styles and teaching/learning strategy preferences: implications for educating nurses in critical care, the operating room, and infection control.
OBJECTIVE
To assess the learning styles and educational strategy preferences among critical care nurses, operating room nurses, and infection control practitioners.


METHODS
Descriptive multicenter survey using a self-report questionnaire.


METHODS
108 hospitals from nine geographic regions of the United States.


METHODS
A random sample of 303 (93%) nurses in the three specialties responded to the survey questionnaires.


RESULTS
The majority of participants (64%) had an abstract learning style and preferred the self-directed, discovery approach to learning.


CONCLUSIONS
Nurses may be more abstract in their learning styles than previously reported. Experiential learning theory is an effective means of identifying nurses' learning styles and teaching/learning preferences, which can then be used to plan basic and continuing educational programs.
Goldrick
B
B
Center for Research and Scholarship, Georgetown University School of Nursing, Washington, DC 20007.
Gruendemann
B
B
Larson
E
E
D000328:Adult; D000367:Age Factors; D002755:Choice Behavior; D003422:Critical Care; D004509:Education, Nursing, Continuing / Q000379:methods / Q000592:standards*; D005260:Female; D006801:Humans; D016357:Infection Control Practitioners / Q000193:education* / Q000523:psychology; D007858:Learning; D008297:Male; D008875:Middle Aged; D015402:Nursing Education Research; D009741:Nursing Staff, Hospital / Q000193:education* / Q000523:psychology; D009871:Operating Room Nursing / Q000193:education*; D011582:Psychological Theory; D011588:Psychology, Educational; D012494:Sampling Studies; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods / Q000592:standards*; D014481:United States