Nursing scholars’ learning preferences and teaching implications: a systematic review

The aim of this review is to appraise, synthesize, and compile available studies that focused on exploring the nursing scholar learning preference and teaching implication. The finalized search for data for the systematic review was compiled in January 2020 using three databases: Web of Science, PubMed and Google Scholar. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines were followed during all stages of this review. Studies that focused on exploring the nursing scholar learning preference and teaching implication were eligible. The methodological quality of the included studies was assessed with use of the Best Evidence Medical Education (BEME) systematic review criteria. A total of eight studies were found eligible and data from each study were extracted into a manageable framework. The results of the review indicate that most learners prefer to learn by assimilating while the least preferred learning method is divergent learning. Further, our findings highlight that nursing scholar learning preferences cannot be underestimated; this is supported by the overwhelming evidence provided. Faculty members need to examine the preferred study methods among the students and help in ensuring they have an inclusive and targeted learning experience.