Preferred Learning Styles among Nursing Students: A Descriptive Study in Kanyakumari District Tamil Nadu, India

Abstract

Background: Learning is an individual process through which knowledge and skills are acquired, processed, and retained. Nursing education requires students to integrate theoretical knowledge with practical and clinical experiences. Understanding students’ preferred learning styles may help nurse educators provide diverse and learner-centred educational experiences.

Objective: To assess the preferred learning styles among nursing students and to determine the association between preferred learning styles of nursing students and selected demographic variables.

Methods: A descriptive, non-experimental study was conducted among 230 nursing students studying Bachelor of Science in Nursing and Diploma in General Nursing and Midwifery programmes at Dr. Kumaraswami Health Centre College of Nursing, Perumalpuram, Kanyakumari District, Tamil Nadu. Participants were selected using a non-probability convenience sampling technique. Data were collected using a demographic questionnaire and Honey and Mumford’s Learning Styles Questionnaire (LSQ), which classifies learning preferences as Activist, Theorist, Reflector, and Pragmatist. Descriptive statistics and chi-square analysis were used.

Results: Among 230 nursing students, Reflector was the most preferred learning style (74; 32.17%), followed by Theorist (69; 30.00%), Activist (53; 23.04%), and Pragmatist (34; 14.78%). Significant associations were identified between Activist learning style and age, birth order, number of siblings, parents’ education and occupation, monthly family income, residence, and religion. Theorist was significantly associated with age, birth order, medium of education, number of siblings, mother’s education and occupation, residence, and religion. Reflector was significantly associated with birth order, medium of education, parents’ education, mother’s occupation, monthly family income, residence, and religion. Pragmatist was significantly associated with age, medium of education, previous course attendance, number of siblings, mother’s occupation, monthly family income, and residence.

Conclusion: Reflector was the most frequently preferred learning style, while all four Honey and Mumford learning-style categories were represented. The findings indicate variation in learning preferences and support the use of varied, flexible teaching-learning strategies in nursing education.