The Relationship Between Learning Style and Cognitive Performance of Undergraduate Nursing Students of Medical-Surgical Nursing in North-west, Nigeria

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Background: Medical-surgical nursing course is a critical component of the undergraduatenursing programme which provides foundations for clinical practice. Cognitive performance isthe foundation for nursing skills. Learning styles can affect the cognitive performances ofstudents in medical-surgical nursing. Aim: This study aimed to assess the relationship betweenlearning style and undergraduate nursing students' cognitive performances in medical surgicalnursing courses in North-west Nigeria. 4 objectives were achieved in the study. Methodology:Survey design was used in this study. The study population comprised 812 undergraduatenursing students from the Departments of Nursing Science of Bayero University, Kano andUsman Danfodio University, Sokoto. A sample size of 233 students was recruited via amultistage sampling technique. A total of 233 students' learning style questionnaires weredistributed to the students. Only 176 questionnaires were retrieved and analysed (75.5%response rate). Two (2) instruments were used for data collection. Data was analysed by usingStatistical Package for the Social Sciences (SPSS) version 23 using descriptive and inferentialstatistics. Results: The result revealed that 57.4% of the students were females with a mean ageof 24.95 years. Visual learning style was mostly used by the students (29.5%). The cognitiveperformance of the students in medical-surgical nursing was very good with a mean score of60.36. There is a significant negative correlation between learning style and students' cognitiveperformances in medical-surgical nursing (p-value < 0.05). There is a significant mediationeffect of students' mode of entry on students' cognitive performance in medical-surgical nursing(p-value < 0.05). Conclusion: The study concluded that learning style is significantly related tocognitive performance. Students’ mode of entry is a significant mediator between learning styleand cognitive performance

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