Styles Of Learning And Their Impact On Practice Development

Introduction to Learning Styles

Discuss About The Styles And Impact On Practice Development?

The process of learning occurs by different methods or styles in a group of individuals [Banu et al, 2014]. Knowledge is acquired by different individuals by specific styles of learning [Banu et al, 2014].The various skills and attitudes that are adapted or attained by learning essentially occur by means of different learning styles amongst individuals [Banu et al, 2014].A style of learning was defined by Keefe in 1987 as a combination of individual characters of cognitive, physiological, and affective factors or characteristics [Banu et al, 2014]. These factors are typically described to serve as indicators that have relative stability and the perception of the learner about the interactions and the individual response to the environment of learning [Banu et al, 2014].Keefe additionally observed that when these styles of learning amongst a group of students is assessed by facilitators of learning or professors, the student is inclined to learn better [Banu et al, 2014]. According to David Kolb, has noted that the creation of knowledge occurs through the transitions occurring in experience [Banu et al, 2014; Salehi, 2007].Each experience of a novel nature leads to a certain amount of learning in an individual [Banu et al, 2014; Salehi, 2007].

Research has indicated that the experience of learning is largely improvised when the motivation of students is done by adapting to their preferred style of learning [Katsioloudis and Fantz, 2012; Miller, 2001]. Learning styles essentially reflect the qualities of a person that affect the way in which one grasps information presented to them [Katsioloudis and Fantz, 2012]. The learning style additionally impacts the interaction of the individual with the learning environment, peer group, instructors, or information providers [Katsioloudis and Fantz, 2012].The different types of learners find different methods of information provision effective in learning or acquiring the knowledge [Katsioloudis and Fantz, 2012]. The broad division of learners based on their learning styles includes: visual or multimodal style of learning, sensing style of learning, verbal learning style, learning style of an active nature, and sequential style of learning [Katsioloudis and Fantz, 2012]. The style of sensing usually includes an intuitive or sensory method for information procurement such as by means of concept, innovation, theoretical, practical, or real-life examples [Katsioloudis and Fantz, 2012]. The visual or multimodal style includes visual information sources like pictures, flow-charts or diagrams, the verbal style includes learning by listening to others, active learning occurs by participation or thinking about the information, and the sequential style of learning involves the acquisition of information in organised or hierarchical steps [Katsioloudis and Fantz, 2012].

Different Types of Learning Styles

The students of nursing have different styles of learning and it is important for the instructors to identify and adapt their methods of instruction to their style [Katsioloudis and Fantz, 2012]. The VARK analysis tool is especially useful for the identification of the style. The acronym VARK expands to visual, aural, read/write, and kinaesthetic styles[Leite et al, 2009]. The preference of each student is different and the effectiveness of learning largely increases when the student is exposed to that particular style [Leite et al, 2009].

Nursing as a profession has a considerable amount of dependence on practice [Tichelaar, et al, course material from Turku University of Applied Sciences, 2013]. The quality of nursing and learning of clinical practice inclusive of the nursing environment has a significant impact on the nursing students and their instructors [Tichelaar, et al, course material from Turku University of Applied Sciences, 2013]. The experience of nursing education draws heavily from the identification of the style of learning [Tichelaar, et al, course material from Turku University of Applied Sciences, 2013]. The experience in the clinical setting is essential for the development of learning that the nursing students acquire during their education and clinical practice [Tichelaar, et al, course material from Turku University of Applied Sciences, 2013]. Instructors are required to provide the appropriate assistance, guidance, and information based on the preferred learning style in the individual students of nursing [Tichelaar, et al, course material from Turku University of Applied Sciences, 2013].

The environment of nursing has developed into a highly technological atmosphere in the recent times [Rassool and Rawaf, 2007]. There is a high degree of autonomy in the nursing staff in the current clinical settings [Rassool and Rawaf, 2007]. The increasing complexity in the divisions and the diagnoses, the complexity of adaptation to the clinical environment increases for the nursing students and practice nurses [Rassool and Rawaf, 2007].The concepts of style of cognition and learning are essentially synonymous in definition [Rassool and Rawaf, 2007]. The description of learning style was formulated by David Kolb in 1984 and he has divided the styles of learning into four primary divisions: assimilator, converger, accommodator, and diverger[Rassool and Rawaf, 2007]. In literature, the definitions of learning styles have changed effectively over time. The definition provided by Honey and Mumford in 1986 and 1992 respectively have divided learning styles into: reflector, activists, pragmatists, and theorists [Rassool and Rawaf, 2007].

Learning styles have been researched widely in nursing education and practice over several years [Rassool and Rawaf, 2007].Research has extensively studied the students of nursing in order to adapt a style of learning [Rassool and Rawaf, 2007]. Research has found that the reflective style of learning is found predominantly amongst the students of nursing [Rassool and Rawaf, 2007]. Research has additionally indicated that most students and nursing practitioners have well-defined and concrete preferences in the style of learning [Rassool and Rawaf, 2007].

Importance of Identifying Learning Styles in Nursing Education

In the recent times, the VARK tool for the assessment of personal learning styles amongst nursing students has gained immense popularity [Leite et al, 2009]. The VARK is an inventory of four primary styles of learning: visual, aural, read/write, and kinesthetic [Leite et al, 2009]. The VARK tool uses a specific questionnaire that includes leading questions with preferred options for information acquisition [Leite et al, 2009]. Based on the responses provided by the individual, their personal VARK style of learning is indicated [Leite et al, 2009]. These questions are in the form of small-scale tests that suggest the method of learning for each individual [Leite et al, 2009]. The options provided describe each learning style preference in detail [Leite et al, 2009]. The VARK scale has been found to have a satisfactory level of consistency in the results obtained [Leite et al, 2009]. Potential concerns with the word-choice of the items and the algorithm format of the scale used for scoring were identified in the VARK scale [Leite et al, 2009].These concerns have to be identified and analyzed [Leite et al, 2009].The visual style is described as the style of learning that prefers visual depiction of information using graphs, charts, maps, flow-charts, or diagrams [Leite et al, 2009]. The aural or auditory mode has a perception-based preference [Leite et al, 2009]. These learners prefer listening to discussions, lectures, informatory talks, or chat sessions [Leite et al, 2009]. The read/write style includes the ability to write and read information extensively. The kinesthetic style involves active participation in the learning process. These learners prefer to experience or practice the information in a practical setting [Leite et al, 2009].

I have identified that my preferred style of learning according to the VARK questionnaire response analysis is the multimodal style of learning.  The multimodal style is a combination of the visual and the read/write strategy. This essentially makes me a learner who prefers the visual as well as the reading and writing of information for learning. Therefore, my preference indicates that I can learn the best with the help of visual aids and graphical representations of information such as maps, graphs, diagrams etc. Additionally, I have an ability to write well and read information that is documented in great technical detail [Leite et al, 2009].

My learning environment is a hospital setting and has real-time patients in the hospital purview. The staff mix is, in fact, quite diverse and includes experienced nurses who have an approximate of 15 years of experience as registered nurses, a mentor with about 20 years of nursing experience, a few mentees who are furst-year students of nursing, and practice nurses with about 1 or 2 years’ additional experience as compared with my experience. I believe that my learning environment is challenging and fast-paced. The environment for learning provides several challenges to me as the majority of the staff mix has higher experience than I do, which increases my anxiety in several occasions. I feel challenged during several patient encounters and emergencies where the others in the group are usually aware of the necessary steps to be taken. Not much is expected from the student group due to which I feel singled out and anxious to contribute to the care protocol. Most practical situations require that we learn by observing others and make urgent notes, or pick up information from our brief encounters with the patient and the physicians. I find this situation challenging as there are not many opportunities for reading and writing information along with the lack of opportunity to access visual information formats during emergencies and practical patient care situations.

Personal Learning Styles and the VARK Analysis Tool

The styles of learning have a significant role to play in the effectiveness of nursing practice. My preferred style as indicated by the VARK scale is the multimodal style of learning. I have found that my learning environment poses several situations that require practical learning and experiencing the patient situation first-hand. I find that the most noteworthy disadvantage of the multimodal style of learning is that the hospital situation requires a more kinesthetic approach. I believe that there is an urgent need to train myself to adapt a slightly kinesthetic and aural approach in learning. The primary reason for this is that most of my interactions with physicians and patients is verbal. The information that I procure from them is verbal in nature and it requires a high amount of concentration.

On the other hand, the advantage of the multimodal style of learning is that my reading and writing abilities are strong and this provides an edge in terms of academic and sound theoretical knowledge. I find that it allows me to understand the physiological and pathological basis for the treatment plan. I have an ability to grasp information through various diagrams, maps, flow-charts, and graphs. The multimodal style of learning has facilitated the amount of technical knowledge gained over the years. The multimodal style of learning has a considerable number of strengths and weaknesses. I believe that along with the understanding that the multimodal style provides, it is essential to develop the other two styles of learning namely the aural and the kinesthetic approach. In the staff mix that I am associated with, there is a strong need for quick and accurate learning and execution which needs to be addressed by adequate improvement of the preferred learning style.

Conclusion:

Nursing is a profession that is closely associated with practice and involves a considerable extent of practical learning. Learning styles have been long studied, especially in nursing students. The effectiveness of learning and information acquisition is enhanced when the mentors and instructors of students of nursing education make the information more accessible to the students through their preferred style of learning. Each individual has a preferred style of learning and it is most often identifiable and concrete. The adaptation of the instructor to the preferred style of learning greatly enhances the effectiveness of the information transfer.

Literature has several divisions and considerations for learning styles. There are several studies in literature that divide the learning style of individuals. The VARK tool for the assessment of learning style is one of the most widely used, recent tools. The adaptation of learning styles to the learning environment is an essential way to learn in a clinical practice setting. The concept of learning style is therefore one of the most prominent and noteworthy aspects of nursing education and practice.

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Personal learning styles (VARK) and preferred learning style: