It is critical to adapt teaching to learning preferences in nursing education
Lrning preference is important
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Lrning preferenc not important
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Individuals learn through many different modalities but according to out text, Cannon & Boswell (2016), we each prefer one or several one or several over different types. What makes an effective educator is someone who take the student through the process of learning, not necessarily the context of the material. One of the Competencies of a clinical Nurse Educator is to facilitate learning. This make educators responsible for creating an atmosphere in a learning setting that reach the desired outcomes (Cannon & Boswell, 2016). If there is an educator that does not adapt their teaching styles to the needs of their students, the creation of an optimal learning environment will not be generated. Educators need to always consider the demographics of their students and be prepared to present the knowledge in a way students will understand. I feel teachers are not teaching subject but people. In the Nilson’s (2016) , “Teaching at is Best” , she states, “ If your students are older, research shows they show certain characteristics” (p 3. ) It goes on to say, “Adult learners need time for reflection after learning a new application or method...” (p 4). So, when asked if it is critical to adapt teaching to learning preferences in nursing education, yes, I feel knowing your audience’s learning preferences is important to facilitate their learning and ultimately, for you as an educator, achieving the outcomes put forth. Cannon & Boswell (2016). Evidence-Based Teaching In Nursing.Burlington, MA:Jones & Bartlett Nilson, L.(2016). Teaching at Its Best: A Research-Based Resource for College Educators. San Francisco, Ca: Jossy- Bass. Side: Lrning preference is important
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Within the realm of higher education there are a variety of methods that instructors employ in order to facilitate student learning. However, to use a blanket approach is generally ill-advised and counterproductive to the educational process. Recalling Bloom's taxonomy, it is evident that student learning occurs on a spectrum from the acquisition of knowledge through evaluation of the learning encounter. Therefore, when we apply Bloom's taxonomy to the previously assertion that visual learners may not be able to learn instruments through pictorial depictions, it becomes apparent that the acquisition of knowledge may be able to be presented pictorially. For example, if an educator was teaching a class in perioperative nursing, the instructor must consider that in order to learn and then apply the information, the student has to be engaged. Students learning this information that are visual learners, may be able to study this information (knowledge and comprehension) through a memorization method. They may be able to apply this information in clinical simulation settings, and synthesize this information into various projects with other learners. The same concepts hold true for auditory learners, using verbal cues for instruments and verbal association methods (mnemonics, etc) in order to recall information and apply it to the clinical setting. In these examples the link between nursing education and learning styles is evident (Whiteley, 2014). In the construction of lessons, educators must also be aware of the generational learning preferences that exist. Robb, (2013) examined the learning preferences of Millennial nursing students. In doing so, she notes several times that Millennial students valued instructional methods that enhanced their knowledge. For example, physically demonstrating tasks that are expected in nursing assessment, or using graphical depictions of fetal circulation. In using a multimodal approach, a new era of nurses gain an enhanced understanding of the sciences requisite to the safe practice of nursing. Not only do educators carry this obligation in instructional techniques, but they also carry the obligation to enhance critical thinking skills. While some could view instructional methods as compensatory in nature, the assertion could be made that learning styles enhance the educational experience. To state that learning to preference stunts the student's critical understanding of the process is not supported in the literature. Again, using Bloom's taxonomy, it would become apparent that once students acquire the knowledge and understanding of how to apply it to practice, higher level thinking (drawing from the learning enhanced by learning preference) should take over and be able to synthesize learned information into new information. Reinforcement of this notion is evident in Whiteley (2014), where the author notes the use of the Socratic method to have students take pause and critically think through an answer before providing one- regardless of learning preference. Detractors of preference oriented learning could state that the tools to assess learning style lack reliability and validity. This can be mitigated through the appropriate selection and use of a tool that has proven test-retest reliability and validity. Once such example of this is the Index of Learning Styles whose reliability and validity are discussed in detail by Felder and Spurlin (2005). Although the article is from 2005, it has seminal information and the quality of the literature subsequent to this study does not meet the standard discussed by Felder and Spurlin. In consideration of the above, we are able to see that student nurses learn in a multitude of different ways, and that a "one size fits all" approach to education, neglecting the learning preferences of the student actually is what serves as a disservice to nursing students. The failure of the educational establishment to assess learning styles, incorporate said styles into curricula, and evaluate students based on Bloom's taxonomy can lead to student failure and the death of the nursing profession. REFERENCES: Felder, R. M., & Spurlin, J. (2005). Applications, reliability and validity of the index of learning styles. International journal of engineering education, 21(1), 103-112. Hallin, K. (2014). Nursing students at a university—A study about learning style preferences. Nurse education today, 34(12), 1443-1449. Robb, M. (2013). Effective classroom teaching methods: A critical incident technique from millennial nursing students’ perspective. International journal of nursing education scholarship, 10(1), 301-306. Whiteley, T. R. (2014). Using The Socratic Method and Bloom’ s Taxonomy of the Cognitive Domain to Enhance Online Discussion, Critical Thinking, and Student Learning. Developments in Business Simulation and Experiential Learning, 33. Side: Lrning preference is important
In my experience as an educator, there is a variety of learning styles. Good teachers with classes of 28 students cannot hope to reach every one all of the time but if students can be motivated (the first duty of a teacher) and presented with several general aides to learning, all will learn. In higher education, the student must take more responsibility for his or her success while instructors are mainly only one of several resources. Students will understand their learning style best and should see to it that they can avail of every opportunity. Side: Lrning preference is important
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Learning preference has been thought to be a key aspect of successful teaching strategies. There is little research that supports this theory. Evidence based teaching is the most effective measurement of successful teaching strategies. One argument against catering to specific styles of learning is grounded in the matter of the content a student is learning. Content plays an important role in how it is taught in spite of a specific learning style (Jarrett, 2015). If a student is a visual learner, teaching topics such as an instrument or a language pictorially may not be as effective or achieve the desired outcomes as placing an emphasis on the verbal and textbook content that is necessary to learn a language or instrument. Another hindrance to catering to learning styles are the many different learning styles that exist and a student’s understanding of their learning style (Jarrett, 2015). In identifying learning style, some believe that the tools used to measure learning styles are unreliable and not reflective of a person’s true achievement in learning (Jarrett, 2015). The fault comes in a student’s perception of their learning style. A student may believe they are visual learner but their performance does not correlate to better learning. Jarrett, 2015, suggests that a better tool for evaluating a learning style is to refer to previous courses where their performance was optimal and evaluate the learning methods used in that class. Identifying with a specific learning style can also limit students to specific subjects or topics. If a student is identified as being a visual learner and carries this belief, they may be dissuaded from attempting subjects that are not traditionally visually taught (Newton & Miah, 2017). This makes the theory of learning styles more harmful than helpful to students by the potential to limit a student’s participation in a topic. The biggest problem with teaching to a learning style is the disservice done to the students. Compensating for a learning style does not allow a student to overcome their weaknesses in learning nor does it allow a novice student to branch into a higher ability to grasp concepts to become a better learner. The better option for successful teaching outcomes is to utilize evidence based teaching strategies rather than individualizing teaching to learning styles. Measuring outcomes of classes and correlating the teaching strategies used for that subject affords the best results. References: Jarrett, C. (2015). All you need to know about the learning styles myth. Retrieved from: https://www.wired.com/2015/01/ Newton, P. & Miah, M. (2017). Evidence based higher education – is the learning styles myth important? Frontiers in Psychology, 8, p. 444. Side: Lrning preferenc not important
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Within the realm of higher education there are a variety of methods that instructors employ in order to facilitate student learning. However, to use a blanket approach is generally ill-advised and counterproductive to the educational process. Recalling Bloom's taxonomy, it is evident that student learning occurs on a spectrum from the acquisition of knowledge through evaluation of the learning encounter. Therefore, when we apply Bloom's taxonomy to the previously assertion that visual learners may not be able to learn instruments through pictorial depictions, it becomes apparent that the acquisition of knowledge may be able to be presented pictorially. For example, if an educator was teaching a class in perioperative nursing, the instructor must consider that in order to learn and then apply the information, the student has to be engaged. Students learning this information that are visual learners, may be able to study this information (knowledge and comprehension) through a memorization method. They may be able to apply this information in clinical simulation settings, and synthesize this information into various projects with other learners. The same concepts hold true for auditory learners, using verbal cues for instruments and verbal association methods (mnemonics, etc) in order to recall information and apply it to the clinical setting. In these examples the link between nursing education and learning styles is evident (Whiteley, 2014). In the construction of lessons, educators must also be aware of the generational learning preferences that exist. Robb, (2013) examined the learning preferences of Millennial nursing students. In doing so, she notes several times that Millennial students valued instructional methods that enhanced their knowledge. For example, physically demonstrating tasks that are expected in nursing assessment, or using graphical depictions of fetal circulation. In using a multimodal approach, a new era of nurses gain an enhanced understanding of the sciences requisite to the safe practice of nursing. Not only do educators carry this obligation in instructional techniques, but they also carry the obligation to enhance critical thinking skills. While some could view instructional methods as compensatory in nature, the assertion could be made that learning styles enhance the educational experience. To state that learning to preference stunts the student's critical understanding of the process is not supported in the literature. Again, using Bloom's taxonomy, it would become apparent that once students acquire the knowledge and understanding of how to apply it to practice, higher level thinking (drawing from the learning enhanced by learning preference) should take over and be able to synthesize learned information into new information. Reinforcement of this notion is evident in Whiteley (2014), where the author notes the use of the Socratic method to have students take pause and critically think through an answer before providing one- regardless of learning preference. Detractors of preference oriented learning could state that the tools to assess learning style lack reliability and validity. This can be mitigated through the appropriate selection and use of a tool that has proven test-retest reliability and validity. Once such example of this is the Index of Learning Styles whose reliability and validity are discussed in detail by Felder and Spurlin (2005). Although the article is from 2005, it has seminal information and the quality of the literature subsequent to this study does not meet the standard discussed by Felder and Spurlin. In consideration of the above, we are able to see that student nurses learn in a multitude of different ways, and that a "one size fits all" approach to education, neglecting the learning preferences of the student actually is what serves as a disservice to nursing students. The failure of the educational establishment to assess learning styles, incorporate said styles into curricula, and evaluate students based on Bloom's taxonomy can lead to student failure and the death of the nursing profession. REFERENCES: Felder, R. M., & Spurlin, J. (2005). Applications, reliability and validity of the index of learning styles. International journal of engineering education, 21(1), 103-112. Hallin, K. (2014). Nursing students at a university—A study about learning style preferences. Nurse education today, 34(12), 1443-1449. Robb, M. (2013). Effective classroom teaching methods: A critical incident technique from millennial nursing students’ perspective. International journal of nursing education scholarship, 10(1), 301-306. Whiteley, T. R. (2014). Using The Socratic Method and Bloom’ s Taxonomy of the Cognitive Domain to Enhance Online Discussion, Critical Thinking, and Student Learning. Developments in Business Simulation and Experiential Learning, 33. Side: Lrning preference is important
There are several problems with the belief of learning styles. First, there is a difference in the way someone prefers to learn and the way which leads to effective and efficient learning. Second, a preference of how a person likes to study is not a learning style. Thirdly, there is little support from objective studies that show the “assumption” that people cluster into distinct groups to classify them by learning styles. Lastly, the evidence for learning styles do not satisfy all the criteria for validity (Kirschner, 2017). There is also no scientific basis for the belief that learners have a certain optimal learning styles, as we see with our class many of us are multimodal. People need to be aware of their personal learning style, and is there a reliable and valid way to determine that specific learning style? Learning and instructing first require determining the learning style and then instructing according to the learning style. This is an attempt to pigeon-hole learners (Kirschner, 2017). There are also many assumptions in respects to learning styles. It assumes that learners know best how to deal with new technologies for learning. It assumes that learners adapt to learning based on preferred learning styles. Finally, it assumes that learners select and order learning contents as self-educators (Kirschner & Van Merriënboer, 2013). Is what learners say they prefer good for them? The most productive way of learning may not be the learners preferred way. Some studies indicate that learner preference was uncorrelated or even negatively correlated to learning and learning outcomes. Learners who reported having a preferred instructional technique did not get instruction benefit from the experience. Learning outcomes are a tool used to measure learning, so if there is no benefit does preference matter (Kirschner & Van Merriënboer, 2013)? It is also not possible to teach complex concepts with only one learning style. It is not feasible to teach nursing students to recognize heart sounds using visual methods or skin rashes for auditory learners. Utilizing only one type of learning style could harm the learner by not using all available resources to help the learning succeed (Newton, Philip, & Miah, 2017). References Kirschner, P. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166-171. Kirschner, P., & Van Merriënboer, J. (2013). Do Learners Really Know Best? Urban Legends in Education. Educational Psychologist, 48(3), 169-183. Newton, Philip M., & Miah, Mahallad. (2017). Evidence-Based Higher Education - Is the Learning Styles 'Myth' Important? Frontiers in Psychology, 8, 444. Side: Lrning preferenc not important
I agree with your notion that it is not possible to teach complex concepts with only one learning style, I still feel there are students that will learn better by reading verse doing, and listening verses reading. So knowing the make up of the students you are teaching is important to tailor the teaching modalities to meet the majority of students. In an article on teach.com, titled, All Students Are Created Equally (and Differently.) (2017), it states, " It is important for educators to understand the differences in their students’ learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments". (para 1). This speaks to adapting material to best fit the needs of the particular students being taught. Teach Make Difference (2017). All Students Are Created Equally (and Differently.) Retrieved from https://teach.com/what/teachers-teach/ Side: Lrning preference is important
There is very little evidence to support the view that students learn better when they are taught based on their individual learning styles. Current literature encourages the use of learning preferences, but it is thought that this may have a negative impact on students learning when they are labeled or placed into groups. Another flaw with learning styles is that a student may believe they learn best in one way because that is all they have ever experienced, sometimes by encouraging students to try a different learning strategy, they discover they prefer something else entirely (Power & Farmer, 2017, p. 125). Things that are thought to genuinely impede a student’s learning ability include if the student is worried, anxious, hungry, tired, in pain, too advanced, or bored (Power & Farmer, 2017, p. 125). I believe that nurses need to be able to adapt to their environments and should begin to learn that in nursing school. Nurses should learn skills to adapt themselves to the learning environment and tailor their personal studies in a way that works best for them. It is not the responsibility of the instructor, as it will not be the responsibility of the patient, to make things easier. Student nurses need to be prepared for a complex, demanding role, despite the challenges they will face. Adaptability will be a key attribute to a successful nurse (Power & Farmer, 2017, p. 126). Another reason I believe learning styles are not critical is that there is not a definitive way to teach critical thinking skills. Critical thinking is something you have, or you don’t. It’s the difference between a good nurse and a great nurse. Critical thinking cannot be learned by doing or seeing or reading or writing. Yes, you need the knowledge to be able to apply it to think critically, but critical thinking is a skill all in itself, that is not taught in a classroom, not with any type of learning style. References Power, A., & Farmer, R. (2017, February). Pre-registration nurse education: Do learning styles limit or liberate students? British Journal of Midwifery, 25(2), 123-126. Retrieved from http:// Side: Lrning preferenc not important
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