LEARNING STYLE PREFERENCES OF ELDERLY CORONARY ARTERY DISEASE PATIENTS

Abstract

Enhancing learning outcomes for elderly people with chronic health problems is increasingly important in our aging population. Matching a person's needs with educational interventions may enhance learning. The purpose of this study was to describe preferred learning styles of elderly coronary artery disease (CAD) patients using the Patient Learning Style Questionnaire, which assesses preferences for four conditions and four modes of learning. A posttest‐only design and descriptive survey technique were used with a convenience sample of 134 CAD patients 66 years of age and older. Cronbach alpha estimates for the eight scales ranged from .682 to .904. Significant differences in mean learning style scale scores (ANOVA) revealed that patients preferred to learn in the following order: Structure, iconics, listening, direct experience, reading, achievement, affiliation, and eminence. A subject's level of education had a significant effect on the preferred learning style. Implications for teaching these elderly people are discussed.