부산대학교 도서관

The authors present a framework for understanding diverse learning style/cognitive-style models and assessment instruments, review the literature on learning styles in general and the Dunn and Dunn Model specifically, and identify research areas for nursing educators. The authors challenge previous research with nurses and nursing students that focused on group, rather than individual interventions. They also explain why instruments that focus on only one or two constructs on a bipolar continuum, rather than on multiple learning-style constructs, restrict the possibility of revealing positive outcomes.