evidence & practice / CPD / education

LEARNING STYLES

Identifying different learning styles

to enhance the learning experience
NS865 Anderson I (2016) Identifying different learning styles to enhance the learning experience. Nursing Standard.
31, 7, 53-61. Date of submission: 10 January 2016; date of acceptance: 29 March 2016. doi:10.7748/ns.2016.e10407

Irene Anderson Abstract

Principal lecturer and
reader in learning and
teaching in healthcare
practice, School of
Nursing, Midwifery and
Social Work, University
of Hertfordshire,
Hertfordshire, England
Correspondence
i.1.anderson@herts.ac.uk
Identifying your preferred learning style can be a useful way to optimise learning opportunities,
and can help learners to recognise their strengths and areas for development in the way that
learning takes place. It can also help teachers (educators) to recognise where additional activities
are required to ensure the learning experience is robust and effective. There are several models
available that may be used to identify learning styles. This article discusses these models and
considers their usefulness in healthcare education. Models of teaching styles are also considered.
Keywords
adult learning, continuing professional development, education, learning preferences,
learning styles, nurse education, teaching styles

Conflict of interest Aims and intended learning online environment. Teachers in nurse
None declared outcomes education may include lecturers, mentors,
This article aims to outline the different tutors, service users, other students and
Peer review learning styles and the frameworks or healthcare professionals. Healthcare
All articles are subject models that may be used to identify an education is vocational and involves more
to external double-blind individual’s preferred style of learning. than book learning (knowledge gained
peer review and checked After reading this article and completing from books or study rather than personal
for plagiarism using the time out activities you should be able experience). A surface approach that
automated software to: focuses on rote learning of facts and figures
»» Identify which learning style best reflects is unlikely to enable a student to develop
Revalidation your approach to learning. their practical skills and to prepare them
Prepare for revalidation: »» Reflect on other learning styles to to become a registered nurse responsible
read this CPD article, identify your strengths and areas for for high-quality patient care and safety.
answer the questionnaire development in these types of learning. In contrast, a learner who uses an ‘in-
and write a reflective »» Discuss different teaching styles and how depth approach’, where the emphasis is
account: nursingstandard. they can influence learning. on understanding and applying learning
com/revalidation »» Devise strategies to address any learning in practice, is more likely to be able to use
deficits that might occur, especially when and adapt knowledge in clinical settings.
Online encountering a range of teaching and Therefore, an in-depth approach to
For related articles visit learning styles. learning is vital in healthcare education,
the archive and search and within this, there are a range of
using the keywords Introduction learning styles.
The development of autonomous learners Learners who are engaged, motivated
and the integration of theory and practice and willing to take responsibility for their
skills are important features of nurse learning will achieve more than learners
education (Falk et al 2016). Therefore, it is who undertake a minimum amount of
important there is no single fixed learning learning and do not engage with learning
environment; instead, this should comprise opportunities, because they will have
the university, clinical settings and the a greater understanding of the subject

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evidence & practice / CPD / education

To write a CPD article
Please email gwen.
clarke@rcni.com.
Guidelines on writing for
publication are available
at: journals.rcni.com/r/
author-guidelines
and will be able to apply and adapt their
learning to a range of situations (Falk et al
2016).
Learning styles
Learning styles, also known as learning
preferences, are defined as ‘the way each
learner begins to concentrate on, process,
and retain new and difficult information’
(Dunn et al 1994). Some learners are
auditory and prefer listening, while others
are visual, preferring images and written
information. Some learners are tactile
and feel comfortable with writing and
practical ‘hands on’ working, and others
are kinaesthetic, preferring activities such
as simulations and case scenarios (Beischel
2011). There are many models, theories
and frameworks that can be used for
the identification of one’s learning style;
according to Reid (2005) there are more
than 100. Table 1 outlines the models that
are commonly used.
An effective learning experience is
one that is well understood, memorable
and results in a new or enhanced way of

TABLE 1. Models of learning styles

Model Learner or learning styles Details
Learning Styles Inventory »» Activist This model is based on how people learn from experience, and explores
(Honey and Mumford 1986) »» Reflector behaviour tendencies. It was developed from the work of Kolb (1984).
»» Theorist
»» Pragmatist
Visual Auditory Kinaesthetic (VAK) »» Visual The premise of the VAK model is that most people have a dominant learning
Model »» Auditory style, but some can have a balance of all three styles. This model is based on
(Fleming 2001) »» Kinaesthetic neurolinguistic programming.

Visual Auditory Read/Write
Kinaesthetic (VARK) Model
(Fleming 2001)
Myers-Briggs Type Indicator (MBTI)
(Myers 1975)
Kolb’s Learning Styles Inventory
(Kolb 1984)
Felder-Silverman Learning Style Model
(Felder and Silverman 1988)
Grasha-Riechmann Student Learning
Styles Scale (Grasha 1996)
Theory of Multiple Intelligences
(Gardner 1993)
»» Visual The VARK model is an extension of the VAK model, and differs in that it focuses
»» Auditory on wider communication. Styles may change over time and in different contexts.
»» Reading/writing
»» Kinaesthetic
»» Extroversion or introversion The MBTI involves asking questions about four sets of preferences, which
»» Sensing or intuition result in one of 16 learning styles, or types. This tool is often used by employers,
»» Thinking or feeling particularly if they want to establish groups of people with complementary
»» Judging or perceiving strengths and attributes.
»» Diverger (concrete, reflective) Kolb observes that individuals are likely to use all of these styles. Therefore, this
»» Assimilator (abstract, reflective) model indicates a preference or tendency to use one of the four styles.
»» Converger (abstract, active)
»» Accommodator (concrete, active)
»» Sensing/intuitive There are four dimensions in this model, each of which is a continuum. Learners
»» Visual/verbal will be categorised somewhere on each continuum based on their specific
»» Active/reflective learning preference. This model was originally developed for engineering
»» Sequential/global students.
»» Avoidant This model explores styles of classroom collaboration and interaction with
»» Collaborative fellow students and teachers.
»» Competitive
»» Dependent
»» Independent
»» Participant
»» Visual-spatial This model considers that individuals absorb information in a range of ways, but
»» Verbal-linguistic it is the mental processing that is important. Therefore, the aim is to provide a
»» Logical-mathematical range of resources rather than try to match individual styles.
»» Musical-rhythmic
»» Bodily-kinaesthetic
»» Interpersonal
»» Intrapersonal
»» Naturalistic

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thinking or practising. Understanding your
personal learning style and the factors
that influence it can help to enhance your
learning, self-awareness and cognition. For
instance, you may be in a learning situation
that is unfamiliar or less likely to be of
interest to you, but you have no influence
over the setting and the speaker or
facilitator. Being aware that you will find
it difficult to absorb information in this
setting, can help you to recognise the main
learning points and explore the subject
afterwards in your own time and in a way
that is better suited to you.
For example, envisage yourself in
a lecture with many people, in which
you are aware that the topic is vital for
clinical practice and the speaker is a
renowned specialist. In this situation, it
may be beneficial to concentrate on writing
down the most important points the
speaker makes and noting any references,
suggestions for further reading and
relevant websites mentioned. You will
be able to follow these up in a way that
suits you. You should also pay attention
to any questions and responses raised
in the session, since this will help you to
remember what you should follow up
on. The development of such strategies
can assist in your lifelong learning and
continuing professional development
(CPD). Recognising your personal
preferred learning style can help in
planning how to learn.
A learning style is a preference
rather than something that is fixed,
and is influenced by previous learning
experiences. It may be a strong or weak
preference, encompassing a mixture of
learning styles. Therefore, your learning
style should be considered a useful guide
to reflect on how and why you learn
some things easily and find other things
challenging, rather than a ‘label’ or a ‘box’
that confines your abilities (Felder and
Spurlin 2005, Reid 2005).
Learning styles are influenced by factors
such as culture, environment, age and
experience. They can change over time
and according to the nature of the learning
taking place. An effective teacher will
know their student and should aim to
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make learning as engaging as possible, KEY POINT
whereas an inclusive teacher will aim to A learning style is a
match as many learning styles as possible, preference rather than
which may be challenging. A teacher in something that is fixed, and
a school who has pupils for one year is influenced by previous
or longer will be able to develop an learning experiences. It
understanding of their pupils and their may be a strong or weak
learning styles. However, a teacher in preference, encompassing
a university modular system has only a a mixture of learning styles.
short period of time to get to know their Therefore, your learning
students’ and identify their learning styles, style should be considered
and therefore aims for general inclusivity. a useful guide to reflect
The student is also responsible for their on how and why you learn
learning, and should use their strengths some things easily and find
to transform learning into a meaningful other things challenging,
experience. This does not mean that rather than a ‘label’ or a ‘box’
the teacher can abdicate responsibility that confines your abilities
for learning. The skilled teacher will be
able to adopt a multifactorial approach
to teaching, complementing classroom
activity with exercises, reading, interactive
material, and an expectation that the
student will take responsibility for
developing their learning. A range of
educational resources is available for face-
to-face, experiential and individual and
group online learning. However, it should
not be assumed that these materials are
necessarily high quality; therefore, they
should be used in a critical way, especially
if the objective is in-depth learning (Clifton
and Mann 2011).
Limitations of learning styles models
The usefulness of models to ascertain
learning styles has been critiqued
(Coffield et al 2004). Much of the literature
related to learning and teaching styles and
the tools for identifying these styles was
written in the 1970s-1990s. In recent years,
the literature has focused on examining the
effect of these styles on individual learning.
There has been debate about the reliability
of these models and whether matching
learning styles with teaching styles
enhances learning (Reid 2005).
There has also been criticism of the
supporting evidence from neuroscience
(Greenfield 2005) and educational-theory
perspectives (Stahl 2002, Coffield et al
2004). The central focus of this criticism is
on the effect of learning styles, rather than
on whether or not they exist. The work on
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evidence & practice / CPD / education
KEY POINT learning styles originated in schools, and
There is some evidence that most of the research has been conducted in
working in one learning this setting. However, the ability of young
style, especially when children to answer ‘tick-box’ questions
matched with a particular about their preferences has been challenged,
teaching style, can result and it could be suggested that answering
in students becoming questionnaires is more meaningful for adult
bored and disengaged. learners than children.
Furthermore, students’
learning is enhanced when Adult learners
there is ‘some tension in In adult education, the student is
the learning environment’ responsible for their learning. The
and they feel challenged facilitation of learning opportunities
(Vaughn and Baker and resources is the responsibility of the
2008). This may not feel teacher in higher education. The student
comfortable for the student, who adopts a unilateral approach to their
but it can be effective in learning may miss out on wider and in-
augmenting learning depth learning experiences. For example,
students who do not attend classes
might miss opportunities to interact, ask
questions and participate in activities that
provide layers of meaning and enable
application of knowledge to practice.
Similarly, the student who attends classes
but does not engage in reading or pre or
post-session preparation, also risks missing
out on the wider learning experience.
Effective teaching should involve
raising awareness of, and signposting,
information for the student to follow
up. For these reasons, contemporary
higher education, particularly nursing,
uses lectures, seminar activities, group
work, workplace learning (placements)
and the online environment. A student
who is actively engaged in their learning
will improve their outcomes in terms of
their motivation, self-esteem and control
over their learning. Learning styles might
affect individual and group learning,
methods of studying and subsequent
assignments (Pritchard 2014).
There is some evidence that working
in one learning style, especially when
matched with a particular teaching style,
can result in students becoming bored
and disengaged. Furthermore, students’
learning is enhanced when there is ‘some
tension in the learning environment’ and
they feel challenged (Vaughn and Baker
2008). This may not feel comfortable
for the student, but it can be effective in
augmenting learning.
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There is a phenomenon in adult
education often referred to as ‘learning
shock’, which can affect learners who
are new to higher education, who return
to education after a long break or who
move up an academic level. In these
cases, learners might have difficulty when
experiencing a new and unfamiliar type
of education or approach. For example,
a student who has previously learned in
an environment that focuses on the rote
learning of facts and figures might have
difficulty learning in an environment
where discussion and debate feature.
Their preferred learning style has
developed in one environment, but this
might need to be adapted for a different
time and environment (Griffiths et al
2005).
TIME OUT 1
Reflect on a learning situation that you enjoyed and
answer the following questions:
»» What was the learning environment?
»» Was there a teacher or facilitator present, such as a
tutor or mentor?
»» What were you supposed to be learning?
»» What did you actually learn?
»» Why did you enjoy the experience?
Reflect on a learning situation that you did not enjoy or
in which you did not feel comfortable, and answer the
following questions:
»» What was the learning environment?
»» Was there a teacher or facilitator present, such as a
tutor or mentor?
»» What were you supposed to be learning?
»» What did you actually learn?
»» Why did you not enjoy the experience?
»» Did you find the topic difficult?
»» How was the topic taught?
»» What did you do in addition to this encounter to
explore the topic? For example, reading information
online.
Why did you not feel comfortable? How could the
experience have been different?
»» If the teacher’s style is not your preferred approach,
how might you provide constructive feedback in a
timely manner to improve the next session?
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Teaching styles lecture, if necessary. Box 1 includes some

In the same way that we have preferred suggestions for accommodating different
learning styles, we also have preferred learning styles.
teaching styles. A teacher is anyone
involved in developing knowledge and TIME OUT 2
is not only the tutor in the classroom or An important aspect of being a healthcare
the mentor in a clinical area, but could professional is teaching and imparting knowledge to
also be a patient or a fellow student. Each colleagues, students, patients, families and carers.
individual will have a preferred style of Reflect on yourself as a teacher and answer the
teaching. Figure 1 shows descriptions for following questions:
each of the teaching styles. »» How would you approach teaching another person?
An experienced teacher may be able »» What teaching style would you adopt?
to adapt their teaching style to different
»» How would you adapt your teaching style for a one-to-
environments, but they often revert to
one situation?
their preferred style in pressured situations
(Vaughn and Baker 2008). For instance, in »» How would you adapt your teaching style for 20 people
my teaching I usually adopt a ‘facilitator’ and 100 people?
style (Montauk and Grasha 1993), which
involves asking questions, working with TIME OUT 3
students to explore options and expecting Choose one of the learning styles models in Table 1 and
them to show initiative and independence take a self-assessment test to identify your preferred
in their learning (Montauk and Grasha learning style (Box 2). Try a different tool and compare
1993). This style is effective for the your results. Are they similar or different? Remember,
majority of the students I interact with, this is a preference to help you recognise your style of
since they are registered and experienced learning and should not become a label that constrains
nurses and group sizes tend not to be too you. It can be helpful to recognise your strengths and
limitations and focus on them in learning situations you
large. However, when I am speaking to
are comfortable, or less comfortable with.
large cohorts of students, perhaps at the
beginning of their professional education, Kolb (1984) described types of
I consciously adapt my style to the needs learning styles as concrete, reflective,
and capabilities of the learners. In this abstract and active, and learners as
situation, I adopt a ‘delegator’ style, or a
‘formal authority’ style if the group is large, Figure 1. Teaching styles
because interaction and a questioning
dialogue is more difficult. When large Expert
lectures are followed by seminars or other
group work, my preferred teaching style of Direct learners,
emphasise facts,
facilitator becomes dominant. recognised experts
The challenge of teaching large groups is
in engaging the greatest number of students
for the longest period of time. There is Formal authority Facilitator
evidence that a didactic (instructional) Direct learners, Focus on learning
lecture results in little information being emphasise facts, Teaching relationships
learned by students (Horgan 2003). have status and a position styles More likely to use questions
The addition of visual aids can increase with the learner, emphasise and answers and discuss
the effectiveness of learning; however, rules and traditions options
difficulties remain because learners
generally have a short attention span.
Including activities increases effectiveness Delegator
and subsequent recall of information
Focus on supplying
(Arthurs 2007). Ideally, the learning resources
experience involves a variety of activities
that can supplement or complement the (Montauk and Grasha 1993)

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evidence & practice / CPD / education

divergers, assimilators, convergers ensuring broad learning opportunities are

and accommodators. Kolb and Kolb accessible.
(2005) stated that nurses tend to have
predominantly concrete and reflective TIME OUT 4
styles. This aligns with a ‘diverging style’, Identify the approach that each type of learner might
in which information is processed through adopt, using their preferred learning style, in the
observation and feelings, and evidence is following situations:
gathered to reach conclusions and plan »» Planning an educational event on long-term conditions
actions (Kolb and Kolb 2005). This may for junior nursing students.
be particularly useful in nursing, which »» Working with a small group of peers to teach
closely aligns theory and practice and first-year nursing students to undertake a simple
where evidence-based practice is crucial wound-dressing change using an aseptic non-touch
to the delivery of patient care in a caring technique.
and compassionate way. Figure 2 shows a »» Any topic of your choice that might involve an
model for learning style preferences based individual and a group.
on the Honey and Mumford (1986) and
Kolb and Kolb (2005) models. What might happen if this was a team exercise and all
Draper (2012) considered the concept of four learning styles were represented in the team?
Thinking about your preferred learning style, how might
a learning community, which encompasses
you fit into this team?
individuals with myriad learning styles and
suggests that it is important for the learner Professional responsibility
and teacher to adapt for effective learning Learning is essential to nursing practice.
to take place. For example, the learner There are three statements in The Code:
has to adapt to the learning opportunities Professional Standards of Practice and
available and the teacher has to adapt by Behaviour for Nurses and Midwives
(Nursing and Midwifery Council (NMC)
BOX 1. Suggestions for accommodating different learning styles 2015) that relate to learning:
»» 9.4: ‘Support students’ and colleagues’
»» Concrete and active styles: group work with case studies, open-ended questions learning to help them develop their
(Knowles et al 2005). professional competence and confidence.’
»» Reflective styles: discussions, writing entries in a journal, diary or blog. »» 22.3: ‘Keep your knowledge up to date,
»» Abstract styles: project work, constructing and applying models and algorithms. taking part in appropriate and regular
»» Accommodators: realistic clinical scenarios, short discussion exercises within a lecture or
learning and professional development
peer learning. However, Morris and Turnbull (2004) suggested caution with peer learning,
since it can be viewed negatively by students. activities that aim to maintain and
»» Divergers: group projects, emotion-based scenarios, experiential learning. develop your competence and improve
»» Convergers: practical demonstrations, online learning, simulation. your performance.’
»» Assimilators: reading, text-based assignments, factual lectures (Sadler-Smith and Smith 2004). »» 24.2: ‘Use all complaints as a form
of feedback and an opportunity for
reflection and learning to improve
BOX 2. Sources of frameworks to evaluate preferred learning practice.’
styles One of the requirements for revalidation
with the NMC is to demonstrate 35 hours
»» Visual Auditory Kinaesthetic Model (Fleming 2001) www.businessballs.com/
freepdfmaterials/vak_learning_styles_questionnaire.pdf
of CPD activity and provide written
»» Visual Auditory Read/Write Kinaesthetic Model (Fleming 2001) vark-learn.com/the-vark- evidence of reflection. Nurses are required
questionnaire to ensure their knowledge and skills are up
»» Learning Styles Inventory (Honey and Mumford 1986) www.askdoctorclarke.com/content/ to date to support evidence-based practice
c349.pdf and to demonstrate commitment to the
»» Felder-Silverman Learning Style Model (Felder and Silverman 1988) www.orgwise.ca/sites/ profession and to the provision of safe and
osi.ocasi.org.stage/files/Felder%20and%20Silverman’s
effective care for patients (NMC 2015).
%20Index%20of%20Learning%20Styles.pdf
»» Myers-Briggs Type Indicator (Myers 1975) www.humanmetrics.com/cgi-win/jtypes2.asp By understanding learning styles,
»» Grasha-Riechmann Student Learning Styles Scale (Grasha 1996) https://elearningindustry. interesting and engaging learning
com/learning-style-diagnostics-grasha-riechmann-student-learning-styles-scale activities can be planned for CPD.
Nursing students learning in large groups

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can identify the strengths and limitations incomplete. D’Amore et al (2012) found
of their learning styles, so that learning the dominant learning styles to be divergers
activities in the class or practice setting (29.5%, 84/285) followed by assimilators
can be complemented by self-directed (28.8%, 82/285), accommodators (23.9%,
activities to ensure learning is optimised. 68/285) and convergers (17.9%, 51/285).
Registered nurses have a responsibility These outcomes indicate most nursing
to teach and mentor students, colleagues, students tend to sit to the right of the
patients and carers or families, so an learning style preference diagram in
understanding of learning and teaching Figure 2. This indicates nursing students
styles can help ensure engagement with tend towards the reflector quadrant
others and the clarity of information (Figure 2); however, there is no strong
being conveyed. preference overall. These findings are also
supported by Fleming et al (2011).
Adult learning and personal Clinical practice is a different environment
responsibility to university settings. There are few
Understanding learning and teaching styles experiences in practice that do not lead to
does not detract from the importance of learning. However, these opportunities may
assuming individual responsibility for not be suited to the style of the learner.
personal learning. We all have different For example, in an emergency situation,
intellectual capabilities and starting points such as multiple trauma or cardiac arrest,
for learning; however, no learning will take the learner may have to think quickly and
place if there is no intellectual challenge process a vast amount of information in
and growth. In adult education, students a short time. This may be uncomfortable
are responsible for their learning; it is and challenging for the reflector or theorist.
important for them to engage with learning In other settings, such as older adult care
in class, practice settings and online, as or long-term rehabilitation, the activist or
well as being prepared to attend sessions pragmatist might find it difficult to engage
and undertake additional reading about in situations where there is planning and
the subject. At the same time, the educator discussion about long-term care. Recognising
or teacher is responsible for designing
and facilitating learning opportunities Figure 2. Learning style preferences
and implementing robust and challenging
assessments of learning. Concrete
Fleming et al (2011) conducted a study
of learning styles among nursing students »» Acts first »» Observes
from three academic years in Ireland, »» Brainstorms »» Gathers data then
using Honey and Mumford’s (1986) »» Takes risks makes a decision
»» Likes challenge
model. They found that the most common »» Dislikes
style was reflector, but overall there was implementation
»» Easily bored Activist Reflector
not a strong preference, indicating an Accommodating Diverging
‘all round’ capability as learners. They
concluded that it is important to have Active Reflective
a range of learning opportunities for
learners, but that they should also be Pragmatist Theorist
Converging Assimilating
‘stretched’ beyond their comfort zones »» Practical »» Methodical
of preferred learning, so that they are »» Problem solving approach
able to learn in a range of environments. »» Acts quickly »» Develops
»» Impatient with theory from
D’Amore et al (2012) surveyed 345 first- discussion facts
year nursing and midwifery students using »» Seeks
perfection
a questionnaire that incorporated Kolb’s
Learning Styles Inventory (Kolb and Kolb
2005). The response rate was 78%, and 60 Abstract
responses were excluded because they were (Adapted from Honey and Mumford 1986, Kolb and Kolb 2005)

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evidence & practice / CPD / education

KEY POINT
It is useful to determine an
individual’s learning style
to recognise strengths
and limitations in learning
opportunities. A learning
style is not fixed and it can
be beneficial to experience
a range of styles. Education
does not occur in isolation
and it is necessary to take
personal responsibility
for optimising learning
opportunities through
further exploration and
reflection on topics alone or
as part of a group, face-to-
face or online
these potential challenges can reduce
frustration and optimise learning and the
provision of care for patients as part of a
team. Learners should be encouraged to use
their strengths and find ways to develop their
weaker learning preferences.
In Fleming et al’s (2011) study, older
students tended towards an activist style;
however, it was not clear if this was a result
of maturity associated with a wider range of
experiences, or if practical components of
the course were better suited to this group of
students. There was no correlation between
learning style and academic outcomes; what
matters is the learning and application of
knowledge in practical and written work.
Stahl (1999) and Willingham (2005) also
indicated that tailoring education directly
to individual learning styles does not affect
student outcomes. Learning styles are not a
measure of intellectual ability; instead, they
are an indication of an individual preference.
They tend to be on a continuum, and are
not fixed but dependent on the setting and
circumstance (Hatami 2013).
Future developments
Most of the commonly used models
for identifying preferred learning styles
were developed in the 1970s, 1980s
and 1990s. Christodoulou et al (2015)
reported initial testing of their newly
developed instrument aimed at the
‘net generation’. They hypothesised
that learners born after 1981 were
using computers by the age of 5-8
years, and those born after 1990 have
different learning preferences based
on developments in online technology;
therefore, existing learning style tools
do not capture recent learning methods.
There is a wide age range of learners
in nursing; however, it is worth
considering that our understanding
of methods of learning and teaching
are changing rapidly.
There is also discussion about how much
students wish to use technology in the
classroom. The National Union of Students
(2010) reported a positive perception among
students about the use of technology in
the classroom. Other researchers, such
as Corrin et al (2010) and Kennedy et al
(2010), indicated that many students prefer
technology to be for their personal use rather
than academic study, although there is wide
variation. It is important to note that learning
is changing and there is a requirement for
further research in nurse education to ensure
learning and teaching are effective.
Conclusion
It is useful to determine an individual’s
learning style to recognise strengths and
limitations in learning opportunities. A
learning style is not fixed and it can be
beneficial to experience a range of styles.
Education does not occur in isolation
and it is necessary to take personal
responsibility for optimising learning
opportunities through further exploration
and reflection on topics alone or as
part of a group, face-to-face or online.
Identifying your preferred learning style
and exploring other styles can help you
to recognise where your learning will
be straightforward and occasions where
it may be challenging, to enable you to
develop strategies to address any potential
deficits.
TIME OUT 5
Now that you have completed the article, you might like
to write a reflective account as part of your revalidation.

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evidence & practice / self-assessment questionnaire

Learning styles
TEST YOUR KNOWLEDGE BY COMPLETING SELF-ASSESSMENT QUESTIONNAIRE 865

 1. In nurse education:  c) They use a ‘surface approach’ to learning c How to complete
 a) The development of autonomous learners  d) Answering questionnaires is more meaningful this assessment
should be discouraged c
for young children than adults c
This self-assessment
 b) There should be one fixed learning environment c
questionnaire will help you
 7. Which is not a set of learning styles in the
 c) Practice and theory skills should be integrated c to test your knowledge.
Myers-Briggs Type Indicator (Myers 1975)?
 d) Online learning should not be used c It comprises ten multiple choice
 a) Introversion or extroversion c
questions that are broadly
 2. What is a benefit of identifying your preferred  b) Sensing or intuition c
linked to the article starting on
learning style?  c) Thinking or feeling c page 53. There is one correct
 a) It can help you to recognise your strengths and  d) Reflection or action c answer to each question.
areas for development c »» You can test your subject
 b) It can help you to plan your learning c  8. A facilitator teaching style focuses on: knowledge by attempting
 c) It can enhance your self-awareness  a) Learning relationships c the questions before reading
and cognition c  b) Rules and traditions c the article, and then go
 c) Supplying resources c back over them to see if you
 d) All of the above c
would answer any differently.
 d) Direct learning c
 3. The four learning styles in the Honey and »» You might like to read the
Mumford (1986) model are:  9. In relation to learning, the Nursing and article before trying the
 a) Activist, reflector, theorist, pragmatist c Midwifery Council (2015) states that nurses questions. The correct
 b) Visual, verbal, non-verbal, written c must: answers will be published
 a) Support students’ and colleagues’ learning c in Nursing Standard on
 c) Collaborative, competitive, dependent, 26 October.
participant c  b) Keep their knowledge up to date c

 d) Interpersonal, logical-mathematic,  c) Take part in appropriate and regular learning Subscribers making use
and professional development activities c of their RCNi Portfolio can
visual-spatial, verbal-linguistic c
 d) All of the above c complete this and other
 4. Learning styles are not generally questionnaires online and save
influenced by:  10. Why might a student who is actively engaged the result automatically.
 a) Culture c in their learning have effective outcomes? Alternatively, you can cut
 b) Physical health c  a) They have lower motivation c out this page and add it to your
 b) They have a sense of control in their learning c professional portfolio. Don't
 c) Environment c forget to record the amount
 d) Age c  c) They have lower self-esteem c
of time taken to complete it.
 d) They take a unilateral approach to their learning c
 5. In Fleming’s (2001) model, what does VAK You may want to write
stand for? a reflective account based
 a) Verbal Acquisitional Kinetic c on what you have learned.
Visit journals.rcni.com/r/
 b) Value Added Knowledge c
reflective-account
 c) Visual Auditory Kinaesthetic c
This self-assessment questionnaire was compiled by
 d) Video and Audio Kit c
Alex Bainbridge
 6. Which of the following is a limitation of learning
styles? The answers to this questionnaire will be published on 26 October
 a) They are not applicable to nursing students c The answers to SAQ 863 on Fibromyalgia, which appeared in the
 b) The models used may not be reliable and 28 September issue, are:
effective in enhancing learning c 1. a 2. b 3. c 4. d 5. c 6. c 7. a 8. b 9. c 10. d

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