Resumo

PACHACAMA SANGOQUIZA, Johanna E. et al. Learning styles and academic performance in nursing: a case from a simulated clinical experience. Prohominum [online]. 2024, vol.6, n.4, pp.244-256.  Epub 25-Maio-2025. ISSN 2665-0169.  https://doi.org/10.47606/acven/ph0298.

The relationship between learning styles (EA) and academic performance (RA) of nursing students of a Technological Institute of the Province of Pichincha, Ecuador was analyzed. The research is based on a simulated clinical experience. It is a quantitative, cross-sectional and non-experimental research, which had a descriptive, relational and comparative scope. A census sample of 52 subjects from the first semester was selected (N:52; n:52). EA was determined with the VARK questionnaire, widely psychometrically validated and considered reliable (α > 0.8). Frequencies and percentages were calculated. Ratings were classified into 3 levels. Contingency tables were designed and the contrast of association was based on the Chi2 test. The comparison by groups was performed with the Kruskall-Wallis test; and the contrast by sex with the U-Mann-Whitney test. The results reveal that the modal categories together reflect 65.38%; grouping styles V (3.85%), A (15.38%), R (26.92%), K (19.23%). Multimodal styles were in the minority, reflecting 34.62%, with auditory-kinesthetic (AK: 15.38%) and auditory-reader/writer (AR: 7.69%) standing out. The Reader-Writer-Kinesthetic (RK), Visual-Kinesthetic (VK) and Auditory-Reader-Writer-Kinesthetic (ARK) styles were in the minority. It was identified that the R style had the greatest presence in the very good ratings (12%), to which was added the K style (8%), sharing both 12% for the good performance category; also highlighting the 8% of the A style; although at this level they were surpassed by the AK style (15%). There was no significant association between the styles and PA (X2 p > 0.05); and no differences were identified based on sex (p 0.817 > 0.05). The VARK model provides a framework for understanding self-perceptions regarding learning. However, its relationship with RA remains unclear.

Palavras-chave : Nursing learning; Teaching quality; Education and simulations; Learning styles; Academic performance.

        · resumo em Espanhol     · texto em Espanhol     · Espanhol ( pdf )