Active versus passive learning: perceptions of undergraduate nursing students

Kristin Lee, Heather Schull, Peggy Ward-Smith


Background: Knowledge of student learning style preference offers a format for nurse educators to effectively provide classroom instruction. Student learning style was identified based on self-disclosed responses on the VARK 7.8 to include visual, kinesthetic, read-write, or auditory.

Method: Undergraduate nursing students, enrolled in the didactic portion of a required maternal / child course, completed a self-report tool that determined their learning style preference. Data, which allowed each student participant to describe their satisfaction with course presentation, were collected immediately after a class was conducted using (1) passive and (2) active teaching strategies.

Results: The majority of study participants were visual in their learning style. Each type of learner reported a preference for active teaching strategies, yet this preference dissipated among kinesthetic learners.

Conclusion: Learning style has an effect on course presentation preference. Inclusion of student learning preference may influence the development of critical thinking skills.

Full Text:



Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

Copyright © Sciedu Press 
To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.