Objective: To evaluate the learning style (EEAA) and its relation with the academic performance (RA), in Nursing Interns of a national university of Peru. Methods: Cross-sectional, quantitative, correlational study; conducted in 70 nursing interns during 2018, the Honey-Alonso validated questionnaire (CHAEA) was applied for learning styles and record of grades for academic performance, the data were submitted to descriptive and inferential statistics, using SPSS 26.0. Results: The population characteristics, according to age, 84.5% were between 20 and 25 years old, usually single, do not work, although a significant group does, and 82.9% women. In EEAA reflexive learning (0.80) predominates, followed by theoretical (0.75), pragmatic (0.66) and active (0.57). The weight average of R.A. It was 15.84, with a good and excellent qualification, 62.86% presented a good performance, followed by ...

Objective: To evaluate the learning style (EEAA) and its relation with the academic performance (RA), in Nursing Interns of a national university of Peru. Methods: Cross-sectional, quantitative, correlational study; conducted in 70 nursing interns during 2018, the Honey-Alonso validated questionnaire (CHAEA) was applied for learning styles and record of grades for academic performance, the data were submitted to descriptive and inferential statistics, using SPSS 26.0. Results: The population characteristics, according to age, 84.5% were between 20 and 25 years old, usually single, do not work, although a significant group does, and 82.9% women. In EEAA reflexive learning (0.80) predominates, followed by theoretical (0.75), pragmatic (0.66) and active (0.57). The weight average of R.A. It was 15.84, with a good and excellent qualification, 62.86% presented a good performance, followed by ...

Establece relación entre nivel de rendimiento académico y estilos de aprendizaje en estudiantes de la Escuela Profesional de Enfermería de la Universidad Nacional Mayor de San Marcos. La presente investigación es cuantitativa, descriptivo-correlacional, no experimental y transversal. En muestra de 257 estudiantes del 2do a 5to año, seleccionados mediante muestreo probabilístico simple, fijación proporcional. Para Estilos de aprendizaje se utilizó el Cuestionario estandarizado de “Alonso- Honey” (CHAEA) y para rendimiento académico los promedios ponderados de cada estudiante, procesándose los datos mediante programas Excel 365 y IBM SPSS statistics 26. La correlación general entre estilo de aprendizaje (EA) y rendimiento académico (RA) presento un Rho de Spearman de 0,013 con p valor 0.840 (p> 0,05), por lo cual la correlación es estadísticamente no significativa. La may...