The verbal learning style is characterized by the need to learn by hearing facts, usually in a lecture format. Verbal learners absorb material most effectively when it is spoken to them through recordings, lectures or presentations via audio. These learners find it more difficult to learn material by reading it in a textbook or by trying to learn through hands-on activities. It's also important for verbal learners to have question-and-answer options as they learn through vocal confirmation.
Visual and active learners are closely related, as they learn best when they are given activities, worksheets or even slideshows that contain valuable information. These learners are more focused in group settings and are less productive when it comes to classroom lectures. Often, visual and active learners pick up on a task once they have personally performed it. In a nursing situation, nurses who are active learners will learn best once they are given the chance to care for actual or even simulated patients.
In 2009, Andrew Frankel, a hospital manager in the United Kingdom, published a study in the magazine "Nursing Times" that evaluated the learning practices of 63 nursing students. He found that 81 percent of the students had a better understanding of the material presented after being taught the material in a visual and/or hands-on fashion. The other 19 percent learned best vocally. However, Frankel concluded that in order to create the best nursing program possible, activities for future nurses who fall into all areas of the learning spectrum should be included.
Not only in nursing, but in all facets of learning , it's important to cater to the various learning styles of students. Every student learns material in his own way. In order to have more productive, professional citizens, the curriculum must be modified to allow each student a chance to learn in the way that she finds most helpful. This is possible by altering classroom time so that it encompasses activities for all learning styles. For example, following a lecture, an instructor may organize a group activity and then present and explain visual aids. In place of visual aids the instructor may choose to provide a slot of time to read the textbook or observe a slideshow.