Journal of Nursing Education

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Major Articles 

Learning Style Preference and Student Aptitude for Concept Maps

Carol T. Kostovich, PhD, RN; Michele Poradzisz, PhD, RN; Karen Wood, DNSc, RN, CCRN; Karen L. O’Brien, MSN, RN

  • Journal of Nursing Education. 2007;46(5)
  • Posted May 1, 2007

Abstract

ABSTRACT

Acknowledging that individuals’ preferences for learning vary, faculty in an undergraduate nursing program questioned whether a student’s learning style is an indicator of aptitude in developing concept maps. The purpose of this research was to describe the relationship between nursing students’ learning style preference and aptitude for concept maps. The sample included 120 undergraduate students enrolled in the adult health nursing course. Students created one concept map and completed two instruments: the Learning Style Survey and the Concept Map Survey. Data included Learning Style Survey scores, grade for the concept map, and grade for the adult health course. No significant difference was found between learning style preference and concept map grades. Thematic analysis of the qualitative survey data yielded further insight into students’ preferences for creating concept maps.

AUTHORS

Received: December 20, 2004

Accepted: December 6, 2005

Dr. Kostovich, Dr. Poradzisz, and Dr. Wood are Associate Professors and Ms. O’Brien is Lecturer, Saint Xavier University, Chicago, Illinois. At the time this article was written, Ms. O’Brien was a graduate student at Saint Xavier University.

Address correspondence to Carol T. Kostovich, PhD, RN, Associate Professor, Saint Xavier University, 3700 West 103rd Street, Chicago, IL 60655; e-mail: kostovich@sxu.edu.

Abstract

ABSTRACT

Acknowledging that individuals’ preferences for learning vary, faculty in an undergraduate nursing program questioned whether a student’s learning style is an indicator of aptitude in developing concept maps. The purpose of this research was to describe the relationship between nursing students’ learning style preference and aptitude for concept maps. The sample included 120 undergraduate students enrolled in the adult health nursing course. Students created one concept map and completed two instruments: the Learning Style Survey and the Concept Map Survey. Data included Learning Style Survey scores, grade for the concept map, and grade for the adult health course. No significant difference was found between learning style preference and concept map grades. Thematic analysis of the qualitative survey data yielded further insight into students’ preferences for creating concept maps.

AUTHORS

Received: December 20, 2004

Accepted: December 6, 2005

Dr. Kostovich, Dr. Poradzisz, and Dr. Wood are Associate Professors and Ms. O’Brien is Lecturer, Saint Xavier University, Chicago, Illinois. At the time this article was written, Ms. O’Brien was a graduate student at Saint Xavier University.

Address correspondence to Carol T. Kostovich, PhD, RN, Associate Professor, Saint Xavier University, 3700 West 103rd Street, Chicago, IL 60655; e-mail: kostovich@sxu.edu.

ABSTRACT

Acknowledging that individuals’ preferences for learning vary, faculty in an undergraduate nursing program questioned whether a student’s learning style is an indicator of aptitude in developing concept maps. The purpose of this research was to describe the relationship between nursing students’ learning style preference and aptitude for concept maps. The sample included 120 undergraduate students enrolled in the adult health nursing course. Students created one concept map and completed two instruments: the Learning Style Survey and the Concept Map Survey. Data included Learning Style Survey scores, grade for the concept map, and grade for the adult health course. No significant difference was found between learning style preference and concept map grades. Thematic analysis of the qualitative survey data yielded further insight into students’ preferences for creating concept maps.

AUTHORS

Received: December 20, 2004

Accepted: December 6, 2005

Dr. Kostovich, Dr. Poradzisz, and Dr. Wood are Associate Professors and Ms. O’Brien is Lecturer, Saint Xavier University, Chicago, Illinois. At the time this article was written, Ms. O’Brien was a graduate student at Saint Xavier University.

Address correspondence to Carol T. Kostovich, PhD, RN, Associate Professor, Saint Xavier University, 3700 West 103rd Street, Chicago, IL 60655; e-mail: kostovich@sxu.edu.

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