The self-reported learning style preferences of female Macmillan clinical nurse specialists

Felicity Astin, S. José Closs, Nic Hughes

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

Individuals typically adopt and prefer one or two learning styles and therefore, by default, remaining learning styles are underutilised. Insight into learning style preferences confers interpersonal benefits to both learners and teachers. Enlightened learners and teachers can identify their dominant learning styles and potentially strengthen underutilised ones. Findings from a retrospective study commissioned by Macmillan Cancer Relief that investigated learning style preferences of 137 female Macmillan Clinical Nurse Specialists (CNSs) showed that the majority (73.7%) displayed a strong-very strong preference for one or two learning styles. Mean scores across four learning styles were highest for the reflector learning style (μ = 14.85 ± 3.16) followed by theorist (μ = 12.2 ± 2.87), pragmatist (μ = 11.5 (2.85) and activist (μ = 7.95 ± 3.11). An understanding of individual learning style preferences, particularly the strengthening of those that are underutilised is said to cultivate both flexible and resourceful learners and effective teachers. Such characteristics would confer considerable benefits within the remit of a Macmillan CNS position.

LanguageEnglish
Pages475-483
Number of pages9
JournalNurse Education Today
Volume26
Issue number6
Early online date14 Feb 2006
DOIs
Publication statusPublished - 1 Aug 2006
Externally publishedYes

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Nurse Clinicians
nurse
Learning
learning
teacher
cancer
Retrospective Studies

Cite this

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The self-reported learning style preferences of female Macmillan clinical nurse specialists. / Astin, Felicity; Closs, S. José; Hughes, Nic.

In: Nurse Education Today, Vol. 26, No. 6, 01.08.2006, p. 475-483.

Research output: Contribution to journalArticle

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