Learning Styles Is Significant To Student Nurses Nursing Essay

The Impact of Learning Style Awareness on Effective Teamwork and Patient Care in Nursing

In my own perspective, learning style is how an individual favors a few resources of learning or it is a stable response and utilization of stimuli to maximize the learning process. Keefe (1979) defines learning style as “an individual’s characteristic and consistent approach to learning and the diversity of cognitive, affective and psychological behaviour exhibited by students” (p.4) that act as an indicator of how an individual perceives, interacts and reacts to the learning environment. ] There are a lot of definitions to the perspective of learning style. According to Sims and Sims (1995), learning style is as well helpful in providing devices, for fostering an orderly comprehension of how to internalize, remember and handle the subject material.

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On the other hand, Moseley, Hall & Ecclestone (2004) stated that it can be difficult to determine exactly how in the best way an individual’s learning styles is taking effect in comparison to the diverse experiences of an individual’s learning. It has been primarily reported through this learning method that individuals can learn from experiences, provided considerable assistance to other people to structure and handle their own getting data (Goldfinch & Hughes, 2007). The learning styles support student nurses in their understanding of the purpose of learning and enables them to acquire the skills to practice. Knowing your own learning style is helpful to develop productive team work and to create self-awareness.

The learning styles were an aid to reflection because it aids the nurse to reflect appropriately on the care of the patients. Reflection is quite difficult without learning styles for nursing students, as the reflection stages thinking and learning need to be leveraged to generate a better result. According to O’Carroll & Park (2007) reflection has now become a corner stone element in professional practice learning in fields like nursing. This only means that nurses should reflect at all times based on the type of care that is provided and also reflect on what can be improved in terms of patient treatment and if the right care is being given to the right patients to ensure a good standard of care.

Learning can be defined as a complex process involving an individual’s previous learning experiences, surroundings & interaction between them (Cottrell, 2003). Hence, it is reliant on those styles that presently are used to assimilate new knowledge and skills (Lesmes-Anel, Robinson & Moody, 2001). Understanding learning styles to student nurses is also to strategy how to handle problematic situations and also to be more competent when qualified. For instance, if a student nurse is aware of their learning style, he or she can seek the situations that would suits him/her as individuals and would be able scan situations that suit them to work successfully with a team and interdisciplinary team members.

It will also be potential that can identify in which subject is weak or where more effort is required and work accordingly toward better result and better outcome of the being a good nurse and providing high quality service to patient. In summary, the benefits of understanding learning style for student nurses ensure that learning becomes less stressful, more efficient, and reduces the risk of anxiety. Also it saves student nurses doing on hit or miss basis, become an outstanding learner, increases flexibility and helps to learn from a wider range of varied understanding that can be identified, informal, planned and unplanned. Learning styles will also help enable student nurses to cultivate and refine learning skills. Moreover, it raises awareness of how we learn and exposes the entire system to self-scrutiny and improvement.

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According to the Honey questionnaire (2006), the author distinguishes four learning preferences, which are Activist, Reflector, Theorist and Pragmatist. The formative work suggested my dominant style is – a theorist. And the response to the questionnaire also reflects that my score was also strong for both the learning preference of pragmatist and reflector. Akademik rich learning style showed a very high score suggesting that experimenting things in more of my learning style  and characteristic and gusto in this particular learning style Kagan (1998), stated that academic rich student compare to empathic student are more academic success, whereas I found myself in this (academic rich) group of learning style. Each learner actually has strengths of learning preferences, which means that high scores in one style don't necessarily mean that one is weak in the others (ALghasham, 2012). The learners are more reflector-pragmatist in comparison to trainers as reflector-theorist according to the Lesmes-Anel, Robinson & Moody study (2001).

Honey questionnaire suggests my learning style is theorist, I learn best activities which allow me to question and interrogate practice or undertake analysing a complex situation working with others who are demanding searching for similar answers. I design artificial neural nets; I extract rules and put them together; I theorize; I ratiocate; I analyze by steps; I try to build perfectionist models that fit the data and the problems into a box, logically. For me as a student nurse, the activities that enable a theorist to benefit from the learning process in a situation where the degree of opportunity to realise an association and the interrelationship of ideas, events and situations is not available.довгострокове домогосподарство, кишеня.

For instance, as a theorist part of my best learning is participating within class activities, so exercising effective communication through writing has helped me succeed as well as so has being able to rise questions to elicit participation whilst also allowing myself to understand the coherency and assumptions of the theories. On the other hand, the case where instead causing difficulties is when there are actions without background or meaningful intention which will obstruct my learning and, I perceive myself no matching the other participants, for instance when I am there with a lot of activist or of people of low intellect. (Honey & Mumford, 1986).

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My ways of learning as an activist has also been evaluated and has shown that in my learning, style is under-developed. This style will provide me with a better chance to practice the new skills I would gain as a part of a team. As for my weak style, I will need to work on the activist aspect of my learning so that I am able to learn from new experiences being identified as a learning need as I progress through the programme and into my career as a nurse, I will be willing to take risk and step outside the safe confines of what is known to try out new and unfamiliar routines and develop myself. Heidari and Galvin (2003) describe activist learner as an action learning in which the learner becomes independent in the learning process and hence strengthens the team. In accomplishing this the independent learning will be increase and my daily routine based work will be minimised this change will be a practical one impacting positive change enabling action plan since it will involve tasks to accomplish on daily basis.

According to Honey and Mumford (1986) a pragmatist learner learns best through existing activities that provides the individual space to try out. Thus, this is the learner who has a chance to practice what he studies. Following up in efforts from lectures, colleagues, author’s mentors and nurses on placement who have the theoretical and practical experience to share with helps to implement knowledge, but being a pragmatist here helps to take part in activities. For instance, I had the opportunity to practice under supervision in my first placement of cannulation through Aseptic Non Touch Techniques (ANTT) to take out cannula and Nasogastric tube from male and female patients.

Submission to my ePortfolio advanced building myself confidence I needed and also helps to smartly regulate my clinical reasoning skills. Honey & Mumford (2000), conversely, ascertained that it can prove to be a slight hindrance to the learner as the learner would not see some material gain from the actions performed. Same here, I will be linking theory to practice by asking questions to clarify points being made to develop my understanding.

As outlined by Jasper(2003), reflector can be expressed as person who has the experiences of stepping back and viewing a situation in various ways. The high score which I got from the reflector dimension in the questoinaire, indicate that I will likely enjoy activities in which I will be able to watch and listen to people in group discussion and in lecturing session. In which there is the inclination to reflect on past events or experiences by connecting them with new knowledge and then reflecting on them (Howatson-Jones, 2010). Being a reflector in the process of learning will allow me as a student nurse to be considerate of everything and will be able to think about all possible spheres and implications of obtaining detailed information before arriving at a conclusion (Honey & Mumford, 1986).

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Lastly, the term learning style allows student nurses to reflect on the past, present, and future. It has also brought out my learning style preference but I was able to note which learning style I needed to improve myself on that helped me to generate an action plan that would help me in a way to learn through various situations so as to render quality service onto the patients at present and in future.

Annotated bibliography
Jasper, M. (2003). Initiate reflective practice. Cheltenham: Nelson Thornes Ltd.
This book offers an overview of: what tea reflective practice is; why reflection is so important; how to reflect, both individually and with others; individual learning; as well as developing professional practice. It also evidence skills required to practice effectively, positive outcome of successful reflection to both pre-registration and continuing professional development portfolios. The book will further help student nurses to gain the practical skills they need to meet the standards for registration as practitioners and create an awareness of individual knowledge, skills and your limitations in order to be competent.
Honey, P. & Mumford, A. (2006). The learning styles inventory. Maidenhead: Peter Honey Publication.
Focus on learning styles preferences and a learning style questionnaire was given in class, the content of the book explain different definition of learning and it helps to see how an awareness of our learning style preferences can assist us to be a more effective learner. It also does tend to point us towards the ways we almost certainly like to learn, so that we can be much more effective during learning processes. This portion includes of 40 learning style question which intention in essence help recognize and explain individual method of learning, to enhance experience selection which will letter suit the type of all the learner. The book is used to expand people horizon through strengthening styles underutilised and being able to write an essay on how to develop a facet of our weaker style to support personal learning on the programme.
O Carroll, Madeline & Alistair P. 2007. Essential skills for mental health nursing: Elsevier.
It will assist someone in identifying existing skills and resources that students possess and demonstrate how these may be extended in developing the essential skills necessary in nursing in health practice environment. The book also recognised four competencies essential for nursing practice which includes therapeutic relationship building, role taking, observation and reflection. Clinical skills unitThe book section of clinical skills, understood as process of care, defines the context in which the core skills is performed and additional topics such as assessment, delivering care, communication, physical wellbeing, and general management of care.
Howatson-Jones, L. (2010). What is reflective practice in the nursing context? Exeter: Learning Matters.
This book mentioned the definition of reflection, and the reason of why we need reflection, how this valued accumulation to the changing nursing practice and the importance of reflective practice in NMC standards for pre-registration nursing education. A couple of methods to develop logical skills through how to use personal and professional reflection for learning and development as a practitioner. The book provides an illustration to explore but also opportunities to integrate personal reflective understanding and a means of supporting the development of nursing knowledge in broader ways.
Heidari, F. & Galvin, K. (2003). How to be an action learning group: Will they allow students to grow their knowledge and skills? Nurse education in practice, 3, 49-55.
In this article I will explain what reflection is, acknowledge three stages to develop reflection you have to experience, I will also discuss ways in which to help student nurses learn the way to reflect that can be continued once qualified and during training. It also discuss the necessity of reflective practice as educational resources is increasing, they review their personal development and share the enhancement. In summary, the article summarizes the purpose of ALGs and the advantages and disadvantages of the book to student nurses.
Lesmes-Anel, J., Robinson, G. & Moody, S. (2001). Study of Wessex general practice registrars. British Journal of General Practice, 51, 559-564.
Learning experiences are produced throughout the 12 months in practice; the objective of this JGP is to explore the nature of the GP registrars in relation to their learning preferences, learning styles as well as their correlations. The journal also discusses what learning styles is, how honey and Mumford questionnaire determines the learning styles of 63 general practice learners, in their year of practice, and how experienced trainers react to exactly the same learning experiences, during the year in practice,very differently. Lastly this journal also explains activist as an experience holder, reflector as an experience reviewer, theorist as an experience interpreter and pragmatist as an experience planner.
REFRENCES
Alghasham, A. A. (2012). The Effect of Students Learning Styles on Classroom Performance in Problem-Based Learning [220]. Medical teacher, 34 14-19.
Coffield, F., Moseley, D., Hall, E. & Ecclestone, K. (2004). Retrieved October 2023. A systematic and critical review of learning style and pedagogy in post-16 learning. London: Learning & skills research centre.
(2007, October 17) Goldfinch, J. & Hughes, M. You are supervised on the data until October 2023. London: Sage Publications.
Heidari, F., & Galvin, K. (2003). For example a training group through an ”action learning” approach: Can that help students learn more about their skills and knowledge? Nurse Education in Practice, 3, 49–55.
Honey, P. & Mumford, A. (1986) Manual of Learning Styles. Maidenhead: Peter Honey Publication.
Honey, P. & Mumford, A. (2000). The questionnaire on learning style. Peter Honey Publication Maidenhead.
Honey, P, Mumford, A. (2006). This is the learning style questionnaire. Maidenhead: Peter Honey Ma.
Howatson-Jones, L. (2010). Importance of reflective practice in nursing Exeter: Learning Matters.
Jasper, M. (2003). Starting with reflective practice. Cheltenham: Nelson Thornes Ltd.
Keefe, J. W. (1979). Learning style: an overview. In J. W. Keefe (eds.). Diagnosing and prescribing programs based on student learning style. Reston: NASSP.
O’Carroll, M & Park, A. History & Technology. 2007. Essential nursing skills in mental health: Elsevier Science.

Tags: Honey and Mumford, learning styles, Nursing Education, Reflective Practice