The main aim of this study was to investigate student nurses' learning experiences. The study had two main aims: 1. To investigate the relationship between Learning Styles and Neuro-Linguistic Programming (NLP) representational systems in Pre-Registration Nurse Education. 2. To explore NLP representational systems as a means of enhancing teaching and learning in Preregistration Nurse Education Learning Style theory is well recognised in education, although there are some criticisms related to its validity and reliability. NLP is making a major impact on communications, learning and development in the commercial, health and sports sectors. Cognitive Psychology and the concepts of information processing and learning strategies encompass both learning style theory and NLP and is therefore utilised as a theoretical framework in this study. The study was conducted in two parts: Firstly, a questionnaire was delivered to student nurses to ascertain their learning style and internal representational preferences. From this a correlational approach was established to highlight important relationships. Secondly, some of the students were video interviewed to determine how they structured their learning experiences internally and how this was demonstrated in their body positions. The findings showed that Honey and Mumfords' Theorist learning style was most strongly preferred amongst this sample population. The Visual internal representational system was preferred over the Kinaesthetic and Auditory modalities. The Theorist learning style and Visual modality also showed a positive correlation, as did Activist and the Smell modality. It is recognised that learning style preferences should be used for students to gain awareness of ways to enhance their learning, and that rich, multi-sensory learning environments should also be encouraged. In. the light of the findings in this study it is suggested that the visual modality be utilised, via the use of visual tools and metaphor, and that approaches such as problem based learning (PBL) should be considered in order to benefit students of all learning style preferences.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:515958 |
| Date | January 2009 |
| Creators | Burton, Rob |
| Contributors | Trorey, G. ; Cullingford, C. ; Mitchell, F. |
| Publisher | University of Huddersfield |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://eprints.hud.ac.uk/id/eprint/6908/ |
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