Relationship of learning styles with educational progress of nursing students in Qazvin

¯Abstract Background: Several factors may influence teaching-learning process. One of them is individual learning style. Objective: Determining the learning style ( based on the Kolb experiential learning theory) among nursing students of Qazvin university of medical sciences in relation to educational progress marks. Methods: This cross-sectional study has been carried out in Qazvin during 2000 – 2001 (academic year). A questionnaire ( including demographic questions and Kolb learning style inventory) was used to gather the data. 195 persons participated in the study by completing the questionnaires data were analyzed by descriptive and chi-square statistical tests. Findings: Results indicated that most of the students were as assimilator (53.8 %) and the others were converger (28.9 %), diverger (11.2 %), and accomodator (6.1 %). No significant relation was seen between learning styles and academic marks. Conclusion: Nursing students have different learning styles and teachers must consider it and use different teaching methods. It seems that the learners are very flexible in different learning tasks.