รูปแบบการเรียนรู้ของนักศึกษาพยาบาล วิทยาลัยพยาบาลบรมราชชนนี สุพรรณบุรี

Rewadee Prorang; Chutikarn  Chatrung; Janchai Maneewong; sureewan saweangha; Khunruetai  Thammakijpirote

Authors

Rewadee Prorang Boromarajonani College of Nursing, Suphanburi, Faculty of Nursing, Praboromarajchanok Institute
Chutikarn Chatrung Boromarajonani College of Nursing, Suphanburi, Faculty of Nursing, Praboromarajchanok Institute
Janchai Maneewong Boromarajonani College of Nursing, Suphanburi, Faculty of Nursing, Praboromarajchanok Institute
sureewan saweangha Boromarajonani College of Nursing, Suphanburi, Faculty of Nursing, Praboromarajchanok Institute
Khunruetai Thammakijpirote Boromarajonani College of Nursing, Suphanburi, Faculty of Nursing, Praboromarajchanok Institute

Keywords:

Learning styles, Nursing students, Learning management

Abstract

This descriptive research aimed to investigate the overall and year-level learning styles of nursing students and to compare these styles across different academic years. The sample consisted of 220 nursing students, spanning years 1 to 4, enrolled in the Bachelor of Nursing Science program at Boromarajonani College of Nursing, Suphan Buri, during the 2023 academic year. Participants were selected using stratified random sampling. The research instrument was a Learning Style Survey. Data were analyzed using mean, standard deviation, and One-way Analysis of Variance (One-way ANOVA). The results revealed that:

The predominant learning style of nursing students across all years was the Reflector style. When categorized by academic year, it was found that: First-year and second-year students primarily utilized the Reflector style (M = 3.62, SD = 0.40 and M = 3.75, SD = 0.49, respectively). Third-year students predominantly favored the Activist style (M = 4.03, SD = 0.52). Fourth-year students mostly employed the Pragmatist style ($M = 3.72, SD 0.56). Furthermore, the study found statistically significant differences in learning styles among students in different academic years at the .05 level.

These findings suggest that educators should design instructional methods that align with the specific learning styles of students in each academic year to maximize their learning potential.

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