The Relationship Between Learning Style and Cognitive Performance of Undergraduate Nursing Students of Medical-Surgical Nursing in North-west, Nigeria

Abstract

Background: Medical-surgical nursing course is a critical component of the undergraduate
nursing programme which provides foundations for clinical practice. Cognitive performance is
the foundation for nursing skills. Learning styles can affect the cognitive performances of
students in medical-surgical nursing. Aim: This study aimed to assess the relationship between
learning style and undergraduate nursing students' cognitive performances in medical surgical
nursing courses in North-west Nigeria. 4 objectives were achieved in the study. Methodology:
Survey design was used in this study. The study population comprised 812 undergraduate
nursing students from the Departments of Nursing Science of Bayero University, Kano and
Usman Danfodio University, Sokoto. A sample size of 233 students was recruited via a
multistage sampling technique. A total of 233 students' learning style questionnaires were
distributed to the students. Only 176 questionnaires were retrieved and analysed (75.5%
response rate). Two (2) instruments were used for data collection. Data was analysed by using
Statistical Package for the Social Sciences (SPSS) version 23 using descriptive and inferential
statistics. Results: The result revealed that 57.4% of the students were females with a mean age
of 24.95 years. Visual learning style was mostly used by the students (29.5%). The cognitive
performance of the students in medical-surgical nursing was very good with a mean score of
60.36. There is a significant negative correlation between learning style and students' cognitive
performances in medical-surgical nursing (p-value < 0.05). There is a significant mediation
effect of students' mode of entry on students' cognitive performance in medical-surgical nursing
(p-value < 0.05). Conclusion: The study concluded that learning style is significantly related to
cognitive performance. Students’ mode of entry is a significant mediator between learning style
and cognitive performance