Nursing students' learning preferences and satisfaction levels: pathways to effective education.

BACKGROUND

Understanding nursing students learning preferences may help educators design more engaging educational experiences. However, evidence regarding the relationship between learning preferences, student satisfaction, and academic performance remains inconsistent.

AIM: To examine the associations between nursing students' preferences, satisfaction levels, and grade point average (GPA).

DESIGN

This was A Descriptive cross-sectional study.

SETTING

College of Nursing, Misr University for Science and Technology, Egypt.

SAMPLE: A convenient sample of 306 undergraduate nursing students from all academic levels was used.

TOOLS: Data were collected using a socio-demographic questionnaire, the Student Satisfaction Scale, and Kolb's Learning Preferences Questionnaire. Descriptive statistics and chi-square tests were used to examine the associations between variables.

RESULTS

Diverging and Assimilating were the preferred learning styles, while Accommodating was the most frequently identified dominant learning style. Significant associations were found between learning preferences and student satisfaction levels (p ≤ 0.05), as well as between learning preferences and GPA (p ≤ 0.05), particularly for Assimilating, Converging, and Diverging styles.

CONCLUSION

The present study highlights associations that may inform the consideration of diverse, student-centered teaching strategies; however, no causal conclusions can be drawn.