High-fidelity simulation: Descriptive analysis of student learning styles

Journal article

Tutticci, Naomi, Coyer, Fiona, Lewis, Peter A. and Ryan, Mary. (2016). High-fidelity simulation: Descriptive analysis of student learning styles. Clinical Simulation in Nursing. 12(11), pp. 511 - 521. https://doi.org/10.1016/j.ecns.2016.07.008
AuthorsTutticci, Naomi, Coyer, Fiona, Lewis, Peter A. and Ryan, Mary
Abstract

Background: Nurse educators need to be responsive to and understand individual learning styles and characteristics. This responsiveness will contribute to a satisfying and effective high-fidelity simulation. Method: A descriptive post-test design was employed as part of a larger randomized controlled intervention study. Results: The majority of third-year nursing students were divergers (29.8%), and the highest mean score for learning characteristics was for active experimentation. Participants were highly satisfied and agreed effective teaching, and learning strategies were evident in and important for simulation. Conclusions: High-fidelity simulation is valued by third-year nursing students, irrespective of their learning styles and is particularly suited to millennial students. The implementation and design of simulation requires further examination to ensure that it consistently assists students in preparation for professional practice.

Keywordsactive learning; education; high-fidelity simulation; learning styles; satisfaction; undergraduate nursing
Year2016
JournalClinical Simulation in Nursing
Journal citation12 (11), pp. 511 - 521
PublisherElsevier Inc.
ISSN1876-1399
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ecns.2016.07.008
Scopus EID2-s2.0-84987937751
Page range511 - 521
Research GroupSchool of Nursing, Midwifery and Paramedicine
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
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