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conferenceseries.com
Volume 8 J Community Med Health Educ, an open access journal
ISSN: 2161-0711 Public Health 2018
February 26-28, 2018
PUBLIC HEALTH AND NUTRITION
3rd World Congress on
February 26-28, 2018 London, UK
WHEN ARE NURSING STUDENTS READY TO CHANGE LEARNING STYLE?: AN
INVESTIGATION OF NURSING STUDENTS´ LEARNING IN CLINICAL PLACEMENTS
Kirsten Nielsena, Marlene Holmberga, Bente Kjærgaard Stisena and Sarah Midtgaard Graub
aVIA University College, Denmark
bThe Danish National Center for Grief, Denmark
Nurses have an important social task contributing to health of the population. Therefore, Schools of Nursing need
knowledge of different ways of learning in order to facilitate the highest level of nursing competencies. The aim of this
presentation is to summarize the findings of a study investigating changes in nursing students´ preferred learning styles during
their first clinical course. According to “The Learning Styles Helper´s Guide” by Honey and Mumford the concept of preferred
learning style indicates the most rewarding way of learning for an individual and means the habitual manner of which the
learner perceives and process, what has to be learned and makes it her or his own realization. It is not a fixed trait and no-one
represents a pure type. Instead a learner has an individual learning style profile and the possibility to develop the other learning
styles. Honey and Mumford describes four learning styles: activist, reflector, theorist, and pragmatic style. It is appropriate to
begin to learn with the preferred learning style to succeed in the learning process. Though afterwards, the student can benefit
from developing the ability to learn in other ways, as more powerful and adaptive forms of learning emerge, when the strategies
are used in combination. Besides, when students are conscious of how to learn, they can facilitate learning of their patients
and continue their own life-long learning. It is important for nurses to maximize their learning potentials in order to meet the
patients´ complex and ever-changing individual needs for nursing.
Biography
Kirsten Nielsen has been Graduated from The University of Southern Denmark with the PhD thesis “Learning nursing skills in clinical training mediated by ePortfolio”
and from The University of Aarhus, Denmark as a Master in Science of Nursing with the thesis “Learning of competencies in the classroom”. She is employed
as a senior lecturer, programme coordinator, and researcher in The School of Nursing, Campus Holstebro, where she coordinates the Nursing Programme and
continues research into the area of learning.
Kirsten Nielsen et al., J Community Med Health Educ 2018, Vol 8
DOI: 10.4172/2161-0711-C1-032