The Relationship between Learning Styles and Problem-Solving Strategies in Undergraduate Nursing Students of Isfahan University of Medical Sciences, Iran

Individuals, based on their learning styles, have different interpretation of the environment and issues and choose different problem-solving strategies. The objective of the present research was identifying the relationship between learning methods and problem-solving strategies among students of the bachelor of nursing in Isfahan University of Medical Sciences, Iran.
The present study was a correlational research. The statistical population included students of the bachelor of nursing in Isfahan University of Medical Sciences in 2013-2014 (n = 380). From among them, 191 individuals were selected through cluster random sampling and based on sample size determined using Cochran`s sample size formula. The data collection tools included Kolb’s Learning Styles Inventory (LSI) and the Problem-Solving Approaches Questionnaire (Cassidy & Long). The face validity of the questionnaires was accepted due to their high application rate. The reliability of the questionnaires was estimated as more than 0.70. Data were analyzed using stepwise regression and the Pearson correlation coefficient.
The results showed an inverse relationship between experiential learning style and constructive problem-solving style. In addition, there was a direct relationship between experiential learning style and non-constructive problem-solving style. There was a reverse relationship between abstract conceptualization and non-constructive problem-solving style. The best predictor of constructive and non-constructive problem-solving styles was experiential learning style.
Based on the relationship observed between learning styles and problem-solving styles, it is suggested that learning styles and practices be introduced to students and teachers in training courses so that they use suitable problem-solving styles based on the identified learning styles. Moreover, the provision of nursing courses that provide the possibility of experiential learning for students is highly recommended.