Relationship between learning style and evidence-based practice in nurses working in hospitals affiliated to Kermanshah University of Medical Sciences

Evidence-based performance requires that Clinical staff in different areas of teaching, clinical and management learn the skills of using the evidence from the research and apply these. The purpose of this study was to determine the relationship between learning style and evidence-based performance in nurses working in Kermanshah hospitals. This study was performed on 319 nurses working in hospitals affiliated to Kermanshah University of Medical Sciences in 2015 by stratified random sampling and proportional assignment. The data gathering tool in this research was questionnaires include: the learning style of VARK, Evidence-based performance and demographic data form. Validity and reliability of the VARK learning style questionnaire have been confirmed in the country and abroad.
Validity of evidence-based performance questionnaire was confirmed through content validity and the test-retest method was used to determine the reliability of this questionnaire. Data analysis was performed using the VARK learning style analytical tool in Excel, Spearman correlation and Chi-square tests. The learning style of single-mode template (84.1%) and hearing-type with relative frequency (46.3%). Knowledge about evidence-based performance (53.2%) was moderate in nurses Attitude (52.6%) of people was positive about evidence-based performance. The evidence-based practice nurses (57/8 %) were nearly desirable level. There was no significant relationship between nursing learning styles and evidence-based performance (p = 0.926). Nurses have different learning styles. The development of Effective educational methods adapted to the learning style will help increasing their evidence-based performance by increase nursing awareness. Principled and systematic training to raise awareness and improve attitudes toward evidence-based performance and Nursing education also seems to be essential in terms of the concepts of evidence-based practice, scientific and workshop training, and the creation of facilities.