Nursing Learning Style and Strategy

Nursing Learning Style and Strategy



Nursing Learning Style and Strategy

Learning styles generally comprise a variety of theories that focus on accounting for the disparities evident in the way people learn. In this respect, knowledge concerning a particular style of learning may be assistive in enabling success within educational undertakings. Based on the premise, individuals have different ways or implement dissimilar approaches that allow them to process information and achieve understanding much easier. The field of nursing usually requires consistent and unending learning (Crannell & White, 2012). Nowadays, there are continual developments within the management of illnesses and preventive care. Furthermore, innovations within current paraphernalia together with advances of novel equipment in the improvement of patient care are availed consistently into the healthcare workplace (Crannell & White, 2012). As such, it is evident for nurses to gain understanding of a certain learning style. For assumptive purposes, nurses can process information better via the application of an interactive learning style. Usually, interactive learners gain significantly in a situation that demands comprehension through the verbalization of their sentiments, thoughts, and ideas (Rubenfeld & Scheffer, 2014). This is a more preferable style in contrast to other learning approaches since it provides the nurse with an ability to express their concerns, questions, and ideas in a rational and thoughtful manner. However, for this form of learning style to take place, it would be imperative to enable the application of certain strategies. One such strategy involves the implementation of small team discussions. Small team discussions are strategic since they provide the nurse with a platform for rational and practical expression (Rubenfeld & Scheffer, 2014). Moreover, schemes that accentuate this form of discussion can be particularly helpful and successful for the nursing fraternity. However, it is important to note that such sessions may lead to conflict among nurses and other involved stakeholders such as physicians (Rubenfeld & Scheffer, 2014). Despite this, the respective strategy is effective when it comes to the facilitation of interactive learning.


Crannell, B. A., & White, M. M. (2012). Clinical practice of registered nurses and learning styles preferences. Institute for Learning Styles Journal, 1, 1-7.

Rubenfeld, M. G., & Scheffer, B. K. (2014). Critical thinking in nursing: An interactive approach. Philadelphia, PA: Lippincott.

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