Active versus passive learning: perceptions of undergraduate nursing students

Abstract

Background: Knowledge of student learning style preference offers a format for nurse educators to effectively provide classroom instruction. Student learning style was identified based on self-disclosed responses on the VARK 7.8 to include visual, kinesthetic, read-write, or auditory.

Method: Undergraduate nursing students, enrolled in the didactic portion of a required maternal / child course, completed a self-report tool that determined their learning style preference. Data, which allowed each student participant to describe their satisfaction with course presentation, were collected immediately after a class was conducted using (1) passive and (2) active teaching strategies.

Results: The majority of study participants were visual in their learning style. Each type of learner reported a preference for active teaching strategies, yet this preference dissipated among kinesthetic learners.

Conclusion: Learning style has an effect on course presentation preference. Inclusion of student learning preference may influence the development of critical thinking skills.