Assessing the Learning Styles of Nursing and Midwifery Students Using Kolb Learning Styles Inventory: A Case at SDA NMTC, Asamang

Background: Understanding students' learning styles is essential for improving teaching strategies and optimizing academic performance, particularly in nursing and midwifery education. Learning styles influence how students acquire, process, and apply knowledge, which is crucial in healthcare education where both theoretical knowledge and practical skills are required. This study assessed the preferred learning styles among nursing and midwifery students at SDA Nursing and Midwifery training college, Asamang and examined whether demographic factors influence these preferences. Methods: A descriptive cross-sectional survey was conducted among nursing and midwifery students. A structured questionnaire was used to collect demographic data and assess learning preferences based on Kolb’s Learning Style Model, which classifies learners as Divergers, Convergers, Accommodators, or Assimilators. Data were analyzed using descriptive statistics and chi-square tests to determine associations between demographic characteristics and learning styles. The study employed 160 students using simple random sampling technique. Results: The study found that more than one-third (32.5%) of the respondents were Divergers, indicating a preference for learning through observation, reflection, and brainstorming. Convergers (25.0%) preferred practical application of theories and problem-solving. Assimilators (22.5%) excelled in abstract conceptualization and logical reasoning, while Accommodators (20.0%) favoured hands-on learning and experiential methods. Additionally, the study found no significant association between students' age, level of study, or program (nursing/midwifery) and their learning styles (p > 0.05). This suggests that learning preferences are influenced by individual cognitive styles rather than demographic factors. Conclusion: The study highlights the diverse learning styles of nursing and midwifery students, with a significant proportion identified as Divergers and Convergers, indicating a need for both creative and practical learning opportunities. Despite variations in learning preferences, no significant associations were found between demographic characteristics and these styles.