“From the classroom to Dr. YouTube”: nursing students' experiences of learning and teaching styles in Jordan

Abstract Students' experiences and preferences of learning styles have not been explored using qualitative research. This study uncovered nursing students' experiences and preferences of learning and teaching styles in Jordan. A qualitative approach using focus group discussions (n = 6) was used in this study. A purposive sample consisting of 48 participants was recruited from second-, third-, and fourth-year nursing students at a public nursing school. The findings indicated that receiving information in a methodical, structured, and one-dimensional manner was the predominant learning style experienced by students. Although some learning experiences were negative, guided by the fear of record of absenteeism and limited teaching resources, students displayed increased attention to simulation and education facilitated using YouTube.com. Integrating the students’ perspective in educational reform maximizes the students' willingness to learn. Increased engagement in academics enhances the educational experience.