LEARNING STYLES and ACADEMIC PERFORMANCE in NURSING INTERNS of A NATIONAL UNIVERSITY of PERU

Abstract

Objective: To evaluate learning styles (EA) and their relationship with academic performance (RA), in Nursing Interns of a national university of Peru. Methods: Cross-sectional, quantitative, correlational study; conducted in 70 nursing interns during the year 2018, the Honey-Alonso (CHAEA) validated questionnaire was applied for learning styles, which has been designed for the student to identify their preferred learning style, and record of grades for performance academic, the data were subjected to descriptive and inferential statistics, using the SPSS 26.0. Results: Demographic results are presented, for learning styles, academic performance and statistical relationship between the latter. The socio demographic characteristics of the population: 84.5% of nursing interns were between 20 and 25 years old, 82.9% are female, 98.6% are generally single, and 57.1% are not they work. In EA, considering the percentages achieved by students, reflexive learning 80% predominates, followed by theoretical 75%, pragmatic 66% and active 57%. The weighted average of the academic performance was 15.84, 62.86% had a good performance, and 32.86% an excellent performance. When applying Fisher's Exact Test to the learning styles and academic performance variables, a value of p> 0.05 was obtained. Conclusion: The academic performance of nursing interns was mainly good and excellent. The predominant learning style among study participants was reflective. No statistically significant association was found between learning styles and their contribution to academic performance.