Changes in student learning styles and adaptive learning competencies following a senior preceptorship experience

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Abstract
The purpose of this pre‐post comparison study was to examine the effect of the preceptorship experience on the learning styles (the manner in which individuals process information from the environment), adaptive competencies (the congruences between personal skills and task demands) and environmental press perceptions (the subjects' perceptions of the importance of each adaptive competency to effective functioning in a designated environment) of 37 fourth‐ year baccalaureate nursing students Using Kolb's theory of experiential learning as the theoretical framework for the study, it was found that the students' learning styles were inconsistently categorized by two versions of Kolb's learning style inventory The preceptorship experience was perceived by students to have significantly (P<0 05) improved the development of their adaptive learning competencies Students perceived the importance of divergent, accommodative and convergent learning competencies to be lower after the preceptorship experience, with the only significant difference (P<0 05) being between pre‐ and post‐convergent competencies The preceptorship experience, however, was found to contribute significantly more (P<0 001) to the students' development of most adaptive competencies than their weekly clinical experiences The findings support the notion that a senior preceptorship programme is a valuable and worthwhile learning experience to include in baccalaureate nursing curricula