Learning Styles and Teaching Methods in Adult Health Nursing Course of the 2nd Year Nursing Students at Khon Kaen University
รูปแบบการเรียนรู้และความต้องการในวิธีการสอน วิชาการพยาบาลสุขภาพผู้ใหญ่ของนักศึกษาพยาบาล ชั้นปีที่ 2 มหาวิทยาลัยขอนแก่น
Keywords:
Learning Styles, Teaching Method Needs, Nursing Students, Adult NursingAbstract
The purpose of this descriptive research was to examine learning styles and preferred
teaching method in an adult health nursing course of the 2nd year nursing students, Faculty of
Nursing, Khon Kaen University. The subjects were 108 nursing students enrolled in an adult
health nursing course. The questionnaire used for data collection was based on Grasha and
Riechmann’s learning style model and had an alpha coefficient of 0.8. Additionally, the semistructured interview questions were used for focus group discussion with 20 key informants.
Data were analyzed using descriptive statistics and content analysis technique.
The results revealed that most of the participants had more than one learning style, in which
the dependent style was found most (Mean = 3.63, S.D.= 0.36). The collaborative (Mean = 3.51,
S.D. = 0.48) and participatory styles (Mean = 3.43, S.D. = 0.43) were found to be the second
and third most common learning styles among the students. The students with a GPA of 3.00
or higher and those with a lower GPA had similar learning styles, namely dependent, collaborative, and participatory styles. However, the students with GPA 3.00 or higher were found to have
more competitive learning than those with the lower GPA. As for teaching methods for the
course, the students preferred four approaches as follows: 1) “content-based instruction”, in
which teachers emphasize key contents of the subject; 2) “flexible, thoughtful, interesting and
thought-provoking instruction”, in which teachers used flexible, student-based, thoughtful, thoughtprovoking, and attractive teaching techniques; 3) “integrated teaching” in which teachers set up
different groups, appropriately arrange the teaching time and employ a wide range of instructions;
and 4) “provision of summarized teaching materials” in which teachers provide materials in advance and make them available on media for repeat use. In conclusion, this study supports that
various teaching methods in adult health nursing course should be implemented in response to
different students’ learning styles and needs.
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