ArticleBMC nursing2026
Nursing students' learning preferences and satisfaction levels: pathways to effective education.
Article in BMC nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundUnderstanding nursing students learning preferences may help educators design more engaging educational experiences. However, evidence regarding the relationship between learning preferences, student satisfaction, and academic performance remains inconsistent.
aimTo examine the associations between nursing students' preferences, satisfaction levels, and grade point average (GPA).
designThis was A Descriptive cross-sectional study.
settingCollege of Nursing, Misr University for Science and Technology, Egypt. SAMPLE: A convenient sample of 306 undergraduate nursing students from all academic levels was used. TOOLS: Data were collected using a socio-demographic questionnaire, the Student Satisfaction Scale, and Kolb's Learning Preferences Questionnaire. Descriptive statistics and chi-square tests were used to examine the associations between variables.
resultsDiverging and Assimilating were the preferred learning styles, while Accommodating was the most frequently identified dominant learning style. Significant associations were found between learning preferences and student satisfaction levels (p ≤ 0.05), as well as between learning preferences and GPA (p ≤ 0.05), particularly for Assimilating, Converging, and Diverging styles.
conclusionThe present study highlights associations that may inform the consideration of diverse, student-centered teaching strategies; however, no causal conclusions can be drawn.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.