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Learning Styles & Practice Development

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Added on  2020-03-04

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The learning process takes place in a group of individuals using different methods or styles. Different styles of learning are used to acquire knowledge. Various skills and attitudes acquired through learning are largely determined by individual differences in learning styles. Additionally, personal learning styles impact individuals' interactions with academic environments, peer groups, instructors, or information providers. Learning or acquiring knowledge is more effective for different learners through different methods of providing information. Read the full report on the Critical Application of Personal Learning Styles and their Impact on Practice Development now!

Learning Styles & Practice Development

   Added on 2020-03-04

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Critical application of personal learning styles and impact on practice development1.Introduction:The process of learning occurs by different methods or styles in a group ofindividuals [Banu et al, 2014]. Knowledge is acquired by different individuals byspecific styles of learning [Banu et al, 2014].The various skills and attitudes thatare adapted or attained by learning essentially occur by means of differentlearning styles amongst individuals [Banu et al, 2014].A style of learning wasdefined by Keefe in 1987 as a combination of individual characters of cognitive,physiological, and affective factors or characteristics [Banu et al, 2014]. Thesefactors are typically described to serve as indicators that have relative stabilityand the perception of the learner about the interactions and the individualresponse to the environment of learning [Banu et al, 2014].Keefe additionallyobserved that when these styles of learning amongst a group of students isassessed by facilitators of learning or professors, the student is inclined to learnbetter [Banu et al, 2014]. According to David Kolb, has noted that the creation ofknowledge occurs through the transitions occurring in experience [Banu et al,2014; Salehi, 2007].Each experience of a novel nature leads to a certain amountof learning in an individual [Banu et al, 2014; Salehi, 2007].Research has indicated that the experience of learning is largely improvisedwhen the motivation of students is done by adapting to their preferred style oflearning [Katsioloudis and Fantz, 2012; Miller, 2001]. Learning styles essentially
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reflect the qualities of a person that affect the way in which one graspsinformation presented to them [Katsioloudis and Fantz, 2012]. The learning styleadditionally impacts the interaction of the individual with the learningenvironment, peer group, instructors, or information providers [Katsioloudis andFantz, 2012].The different types of learners find different methods of informationprovision effective in learning or acquiring the knowledge [Katsioloudis andFantz, 2012]. The broad division of learners based on their learning stylesincludes: visual or multimodal style of learning, sensing style of learning, verballearning style, learning style of an active nature, and sequential style of learning[Katsioloudis and Fantz, 2012]. The style of sensing usually includes an intuitiveor sensory method for information procurement such as by means of concept,innovation, theoretical, practical, or real-life examples [Katsioloudis and Fantz,2012]. The visual or multimodal style includes visual information sources likepictures, flow-charts or diagrams, the verbal style includes learning by listening toothers, active learning occurs by participation or thinking about the information,and the sequential style of learning involves the acquisition of information inorganised or hierarchical steps [Katsioloudis and Fantz, 2012].The students of nursing have different styles of learning and it is important for theinstructors to identify and adapt their methods of instruction to their style[Katsioloudis and Fantz, 2012]. The VARK analysis tool is especially useful forthe identification of the style. The acronym VARK expands to visual, aural, read/write, and kinaesthetic styles[Leite et al, 2009]. The preference of each student is
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different and the effectiveness of learning largely increases when the student isexposed to that particular style [Leite et al, 2009]. 2.Discussion of learning styles with literature review:Nursing as a profession has a considerable amount of dependence on practice[Tichelaar, et al, course material from Turku University of Applied Sciences,2013]. The quality of nursing and learning of clinical practice inclusive of thenursing environment has a significant impact on the nursing students and theirinstructors [Tichelaar, et al, course material from Turku University of AppliedSciences, 2013]. The experience of nursing education draws heavily from theidentification of the style of learning [Tichelaar, et al, course material from TurkuUniversity of Applied Sciences, 2013]. The experience in the clinical setting isessential for the development of learning that the nursing students acquire duringtheir education and clinical practice [Tichelaar, et al, course material from TurkuUniversity of Applied Sciences, 2013]. Instructors are required to provide theappropriate assistance, guidance, and information based on the preferredlearning style in the individual students of nursing [Tichelaar, et al, coursematerial from Turku University of Applied Sciences, 2013]. The environment of nursing has developed into a highly technologicalatmosphere in the recent times [Rassool and Rawaf, 2007]. There is a highdegree of autonomy in the nursing staff in the current clinical settings [Rassooland Rawaf, 2007]. The increasing complexity in the divisions and the diagnoses,the complexity of adaptation to the clinical environment increases for the nursingstudents and practice nurses [Rassool and Rawaf, 2007].The concepts of style of
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cognition and learning are essentially synonymous in definition [Rassool andRawaf, 2007]. The description of learning style was formulated by David Kolb in1984 and he has divided the styles of learning into four primary divisions:assimilator, converger, accommodator, and diverger[Rassool and Rawaf, 2007].In literature, the definitions of learning styles have changed effectively over time.The definition provided by Honey and Mumford in 1986 and 1992 respectivelyhave divided learning styles into: reflector, activists, pragmatists, and theorists[Rassool and Rawaf, 2007].Learning styles have been researched widely in nursing education and practiceover several years [Rassool and Rawaf, 2007].Research has extensively studiedthe students of nursing in order to adapt a style of learning [Rassool and Rawaf,2007]. Research has found that the reflective style of learning is foundpredominantly amongst the students of nursing [Rassool and Rawaf, 2007].Research has additionally indicated that most students and nursing practitionershave well-defined and concrete preferences in the style of learning [Rassool andRawaf, 2007].3.Personal learning styles (VARK) and preferred learning style:In the recent times, the VARK tool for the assessment of personal learning stylesamongst nursing students has gained immense popularity [Leite et al, 2009]. TheVARK is an inventory of four primary styles of learning: visual, aural, read/write,and kinesthetic [Leite et al, 2009]. The VARK tool uses a specific questionnairethat includes leading questions with preferred options for information acquisition[Leite et al, 2009]. Based on the responses provided by the individual, their
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