Learning Styles of Iranian Nursing Students based on Kolb's Theory: A Systematic Review and Meta-analysis Study

Learning can be improved by identifying students’ most common learning styles and employing appropriate teaching methods. The aim of this study is to determine students'' learning styles and their most preferred styles based on Kolb''s theory via a systematic review and meta-analysis study. In this systematic review، the key words of learning styles، nursing students، Kolb theory، and their possible combinations were searched in databases (PubMed، Google Scholar، SID، Medlib، IranMedex، and Magiran). Out of 67 articles retrieved، 10 were finally entered into meta-analysis process. The heterogeneity index among studies was estimated and it was I2=96 percent. Regarding the statistically significant index of heterogeneity of the studies (P=0. 0001)، in order to investigate 4 learning styles، random effects model was employed to integrate the results of studies. After collecting and analyzing articles، data of 1334 nursing students was scrutinized. The results of integration indicated that students’ rate of employing each learning styles was as follows: converger style 25% (Confidence Interval (CI): 95%، 23%- 27،)، diverger style 14% (CI: 95%، 13%-16)، assimilator style 17% (CI: 95%، 15%-18)، and accommodator style 12 % (CI: 95%، 10%-13). The foremost learning styles of nursing students respectively are converger، assimilator، diverger and accommodator. It is suggested that teachers pay more attention to these learning styles in their teaching and employ teaching methods appropriate with them.