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Quantitative Study Review
Abstract
This paper provides a review of a quantitative study and determines the purpose, sample, method, findings and credibility of the study. It also examines the interventions and whether there was any clinical significance to the findings. By examining the significance and credibility of the study it shows its value in nursing research.
The purpose of the study by Gonzales et al. (2017) was to describe graduate entry nursing students' learning styles. The research question was: “What are the predominant learning styles of graduate entry nursing students?” (Gonzales et al., 2017, p. 56). The study did not make any hypothesis prior to conducting the Index of Learning Styles (ILS) survey.
The sample for the study was obtained by recruiting 202 graduate entry nursing student volunteers at a southwestern university. This was essentially a convenience sample. No inclusion or exclusion criteria were discussed in the study, but in order to participate in the study the participant had to be an entry-level graduate nursing student at the university from which participants were recruited. The ILS was administered to six cohorts of entry-level graduate nursing students at the southwestern university from the years 2011 to 2015. Of the 285 students to whom the study was explained and consent was given, 202 completed participation in the study; thus dropout rate was under 30% over the five year period. Demographics of the participants were as follows: age range was 21–56 years, with a mean age of 28.93 years; 62% female; 61% Caucasian; 63% from an urban or suburban home.
The method used to collect data was the ILS, which uses 44 items assessing learning styles in four dimensions, with the results being provided on a scale of preferences, with responses being binary, 11 items in each scale, and the total score on a scale from ?11 to +11 indicating the preference for the style. Responses were then scored to make statistical analysis easier, with (a) items being given a value of 1, (b) items given...…point. The findings bear no clinical significance at all.
Overall the study was highly interesting from a nurse educator’s point of view as it provided information on the preferred learning styles of entry-level graduate nurses at a southwestern university in America over the course of five years. That is important information that can be used to help nurse educators prepare a proper curriculum that would consist of blending simulation, clinical experience, traditional classroom learning, and interaction to deliver a complete learning experience that can benefit graduate level nursing students sufficiently and prepare them to enter into the field. The study could be used to both advance future research on how graduate level nursing students learn best and what modes of learning teachers should emphasize for their students. The study offered compelling insight into how nursing students want to be taught at the graduate level, as they are preparing for their field at a higher level that often requires more hands-on active learning.
References
AbuAssi, N. E., & Alkorashy, H. A. E. (2016). Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia. International journal of advanced nursing studies, 5(2), 109-116.
Brannan, J. D., White, A., & Long, J. (2016). Learning styles: Impact on knowledge and confidence in nursing students in simulation and classroom. International journal of nursing education scholarship, 13(1), 63-73.
Gonzales, L. K., Glaser, D., Howland, L., Clark, M. J., Hutchins, S., Macauley, K., ... & Ward, J. (2017). Assessing learning styles of graduate entry nursing students as a classroom research activity: a quantitative research study. Nurse education today, 48, 55-61.
McKenna, L., Copnell, B., Butler, A. E., & Lau, R. (2018). Learning style preferences of Australian accelerated postgraduate pre-registration nursing students: A cross-sectional survey. Nurse education in practice, 28, 280-284.
Vizeshfar, F., & Torabizadeh, C. (2018). The effect of teaching based on dominant learning style on nursing students' academic achievement. Nurse education in practice, 28, 103-108.
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