Date of Award

5-12-2025

Degree Type

Thesis

Degree Name

MSc in Nursing

First Advisor

Dr. Naghma Rizvi

Second Advisor

Dr. Saleema Gulzar

Third Advisor

Mr. Nooruhadi Qureshi

Department

School of Nursing and Midwifery, Pakistan

Abstract

This study aims to investigate the preferred learning styles among the undergraduate nursing students at Aga Khan University (AKU), Karachi, Pakistan using Visual, Auditory, and Kinesthetic (VAK) model, and evaluates any potential associations of VAK model with gender and year of study. Based on educational psychology, the study underlines the importance of aligning teaching strategies with students' preferences of learning outcomes in nursing education.
Background and Purpose: Learning style of the students describes the way of receiving information and knowledge. There are some common and predominant models like Kolb’s and FelderSilverman, this study focuses on the VAK framework. The study aims to identify the learning styles (visual, auditory, kinesthetic) among nursing students, and explore correlations with gender and year of study.
Methodology: A quantitative, descriptive cross-sectional design was employed. Data were collected from 206 undergraduate nursing students (85.5% response rate) using the validated VAK Learning Style questionnaire. Statistical analyses, including chi-square tests, were done via SPSS to assess associations between variables.
Results: Visual learning emerged as the most preferred style (40%), followed by auditory (39%) and kinesthetic (21%). No statistically significant associations were found between learning styles and gender (*p* = 0.686) or academic year (*p* = 0.1706). However, an inclination trends indicated increased kinesthetic preferences in later years (13% in Year III), likely linked to clinical practicum exposure.
Discussion: Findings are similar to global pre-existing studies highlighting visual dominance in theoretical contexts but contrast with research emphasizing auditory or kinesthetic preferences in clinical settings. The lack of gender association with VAK challenges some literature, suggesting cultural or institutional influences. The shift toward kinesthetic learning in senior years aligns with Kolb’s experiential learning theory, underscoring the role of hands-on clinical training.
Conclusion: The study advocates for multimodal teaching strategies integrating visual aids, interactive discussions, and hands-on activities to cater to diverse preferences. Recommendations Curriculum revisions to balance theoretical and clinical pedagogies. Limitations Single-institution sample and self-report bias call for broader, longitudinal studies. Significance By tailoring education to VAK preferences, educators can enhance engagement, retention, and professional readiness. This research contributes actionable insights for nursing education in Pakistan and similar contexts, promoting student-centred learning aligned with global best practices.

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