“From the classroom to Dr. YouTube”: nursing students' experiences of learning and teaching styles in Jordan

Deema MAHASNEH; Noordeen SHOQIRAT; Charleen SINGH; Miranda Hawks

doi:10.1016/j.teln.2020.09.008

“From the classroom to Dr. YouTube”: nursing students' experiences of learning and teaching styles in Jordan

Deema MAHASNEH, Noordeen SHOQIRAT, Charleen SINGH, Miranda Hawks

Research output: Contribution to journal › Article › peer-review

Abstract

Students' experiences and preferences of learning styles have not been explored using qualitative research. This study uncovered nursing students' experiences and preferences of learning and teaching styles in Jordan. A qualitative approach using focus group discussions (n = 6) was used in this study. A purposive sample consisting of 48 participants was recruited from second-, third-, and fourth-year nursing students at a public nursing school. The findings indicated that receiving information in a methodical, structured, and one-dimensional manner was the predominant learning style experienced by students. Although some learning experiences were negative, guided by the fear of record of absenteeism and limited teaching resources, students displayed increased attention to simulation and education facilitated using YouTube.com. Integrating the students’ perspective in educational reform maximizes the students' willingness to learn. Increased engagement in academics enhances the educational experience.

Original language	English (US)
Pages (from-to)	5-9
Number of pages	5
Journal	Teaching and Learning in Nursing
Volume	16
Issue number	1
DOIs	https://doi.org/10.1016/j.teln.2020.09.008
State	Published - Jan 2021
Externally published	Yes

Keywords

Jordan
Learning styles
Nursing education.

ASJC Scopus subject areas

Leadership and Management
Research and Theory
Fundamentals and skills

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10.1016/j.teln.2020.09.008

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Cite this

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title = "“From the classroom to Dr. YouTube”: nursing students' experiences of learning and teaching styles in Jordan",

abstract = "Students' experiences and preferences of learning styles have not been explored using qualitative research. This study uncovered nursing students' experiences and preferences of learning and teaching styles in Jordan. A qualitative approach using focus group discussions (n = 6) was used in this study. A purposive sample consisting of 48 participants was recruited from second-, third-, and fourth-year nursing students at a public nursing school. The findings indicated that receiving information in a methodical, structured, and one-dimensional manner was the predominant learning style experienced by students. Although some learning experiences were negative, guided by the fear of record of absenteeism and limited teaching resources, students displayed increased attention to simulation and education facilitated using YouTube.com. Integrating the students{\textquoteright} perspective in educational reform maximizes the students' willingness to learn. Increased engagement in academics enhances the educational experience.",

keywords = "Jordan, Learning styles, Nursing education.",

author = "Deema MAHASNEH and Noordeen SHOQIRAT and Charleen SINGH and Miranda Hawks",

note = "Funding Information: Source of Funding: The research was funded by Deanship of Scientific Research at Mutah University, Jordan. ",

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AU - SINGH, Charleen

AU - Hawks, Miranda

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PY - 2021/1

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