الفهرس 
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Abstract
Background: Learning and teaching styles are two faces to the same coin. Teachers’ knowledge about their students’ learning styles will help them to adapt their teaching and to provide students with the most appropriate activities. Aim: The current study aimed to assess the relationship between students’ learning styles and their tutors’ teaching styles at Faculty of Nursing in Suez Canal University. Subjects and Methods: A descriptive correlational design was conducted at Faculty of Nursing in Suez Canal University. Two comprehensive samples were used; 590 students and 38 class tutors. Data were collected using Grasha-Riechmann Student Learning Styles Scale (GRSLSS) to identify students learning styles, and Grasha Teaching Styles Inventory (TSI) to identify tutors teaching styles. Results: Four learning styles scored high level; collaborative, competitive, independent, and avoidant. Whereas, dependent and participant scored moderate level. However, collaborative, competitive and independent scored the highest means. All teaching styles of class tutors scored high level. However, facilitator, personal model and expert scored the highest means. Also, There is no statistically significant correlation between nursing students’ learning styles and their class tutors’ teaching styles. Conclusion: The dominant learning styles of nursing students are collaborative, competitive and independent. Whereas, the dominant teaching styles of nursing class tutors are facilitator, personal model and expert. However, there is no statistically significant correlation between nursing students’ learning styles and their class tutors’ teaching styles. Recommendations: The collaborative, competitive and independent styles need to be enhanced whereas avoidant, dependent and participant styles need to be improved. Also, training workshops about different teaching styles, learning styles and learning theories need to be organized for class tutors.
Keywords: Learning styles, Teaching styles, Nursing students, Class tutors.