Student and faculty learning styles in a Canadian and a Chilean self-directed, problem-based nursing program.
A descriptive comparative study was conducted to identify and compare/contrast the learning styles of nursing faculty and entry-level students in 2 self-directed (SDL), problem-based (PBL) nursing programs. The Kolb LSI-1985 was administered to 94 first-year generic students, 63 post-R.N. students, and 22 faculty members in a Canadian university nursing program. A Spanish translation was completed by 37 incoming nursing students and 13 faculty members in a Chilean university. One-way ANOVA analysis of group mean scores showed significant differences among the 4 student groups in the active experimentation learning mode. Post hoc tests confirmed that Chilean students are less likely to be active learners than their teachers or Canadian students, a finding of significance in preparing students to assume self-direction of their learning. Canadian faculty had higher abstract conceptualization scores than Chilean faculty, which has implications for faculty development of educator roles for SDL/PBL.
Carpio
B
B
School of Nursing, McMaster University, Hamilton, Ontario.
Illesca
M
M
Ellis
P
P
Crooks
D
D
Droghetti
J
J
Tompkins
C
C
Noesgaard
C
C
D000328:Adult; D000704:Analysis of Variance; D002170:Canada; D002677:Chile; D003431:Cross-Cultural Comparison; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D005181:Faculty, Nursing; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D017145:Models, Educational; D015402:Nursing Education Research; D018794:Problem-Based Learning / Q000458:organization & administration*; D011380:Programmed Instructions as Topic; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires