A multi-centre study of learning styles of new nursing students.

AIMS: To describe beginning nursing student learning styles and to determine whether there are relationships between learning style and sociodemographic or educational background. We also aim to compare these data with the normative values of the 3.1 version of the Kolb learning style inventory and verify its reliability. BACKGROUND/LITERATURE: Learning style is related to the way in which an individual interacts with learning conditions, involving cognitive, affective, physical and environmental aspects. In nursing education, few studies have focused on knowing the learning styles of beginning nursing students, despite the need for students to develop critical thinking skills required of nurses. DESIGN: Descriptive, cross-sectional, correlational, multi-site study. METHOD: The study took place at five universities in Brazil and one university in the United States. Data were collected from a sample of beginning nursing students (n = 176) in 2019, using the Portuguese and English 3.1 versions of Kolb's learning style inventory. RESULTS: Most students' learning styles were classified as divergers (34.10%), while 28.41% were assimilators, 23.86% were accommodators and 13.63% were convergers. Kolb describes learning as a four-stage cyclical process grounded in experience. The mean score of one learning stage, the concrete experience, showed those who attended public high schools compared with private high schools was higher (mean = 26.22; p = .0019), and there were different results between Brazilian state universities, Brazilian federal universities and the American university (p = .0149). CONCLUSION: The diverger style was the most common among beginning nursing students in Brazil and the United States. There was a significant relationship between learning style, the educational background of students, the type of institution they attend and their previous experience with some active learning methodologies. RELEVANCE TO CLINICAL PRACTICE: Aligned with Kolb's experiential learning theory, nurse educators must be aware of student learning styles so they may use teaching strategies to meet their students' needs.

Heuristic analogy in Ars Conjectandi: From Archimedes' De Circuli Dimensione to Bernoulli's theorem.

This article investigates the way in which Jacob Bernoulli proved the main mathematical theorem that undergirds his art of conjecturing-the theorem that founded, historically, the field of mathematical probability. It aims to contribute a perspective into the question of problem-solving methods in mathematics while also contributing to the comprehension of the historical development of mathematical probability. It argues that Bernoulli proved his theorem by a process of mathematical experimentation in which the central heuristic strategy was analogy. In this context, the analogy functioned as an experimental hypothesis. The article expounds, first, Bernoulli's reasoning for proving his theorem, describing it as a process of experimentation in which hypothesis-making is crucial. Next, it investigates the analogy between his reasoning and Archimedes' approximation of the value of π, by clarifying both Archimedes' own experimental approach to the said approximation and its heuristic influence on Bernoulli's problem-solving strategy. The discussion includes some general considerations about analogy as a heuristic technique to make experimental hypotheses in mathematics.

Selecting clinical diagnoses: logical strategies informed by experience.

This article describes reasoning strategies used by clinicians in different diagnostic circumstances and how these modes of inquiry may allow further insight into the evaluation and treatment of patients. Specifically, it aims to make explicit the implicit logical considerations that guide a variety of strategies in the diagnostic process, as exemplified in specific clinical cases. It focuses, in particular, in strategies that clinicians use to move from a large set of possible diagnoses initially suggested by abductive inferences - the process of hypothesis generation that creates a diagnostic space - to a narrower set or even to a single 'best' diagnosis, where the criteria to determine what is 'best' may differ according to different strategies. Experienced clinicians should have a diversified kit of strategies - for example, Bayesian probability or inference to a lovely explanation - to select from among previously generated hypotheses, rather than rely on any one approach every time.

The logic of medical diagnosis.

Establishing diagnoses is a crucial aspect of medical practice. However, this process has received comparatively little logical and pedagogical attention when compared to statistical methods for evaluating evidence. This article investigates the logic of medical diagnosis in order to fill this void. It is organized in three parts: the first attempts to explain why more attention ought to be paid to diagnosis, at least as much as to evidence; the second calls attention to the method of diagnosis by abductive reasoning developed in the 19th century by Charles Sanders Peirce (1839-1914); and the third demonstrates the use and pervasiveness of abduction by any other name in clinical diagnosis. We examine six diagnostic strategies in common use that contain most, if not all, of Peirce's structure of inquiry in science.