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Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Variables affecting learning in a simulation experience: a mixed methods study.

Kelly P Beischel1

  • 1School of Nursing, Xavier University, 3800 Victory Parkway, Cincinnati, OH 45207, USA. beischelk@gmail.com

Western Journal of Nursing Research
|May 20, 2011
PubMed
Summary
This summary is machine-generated.

Student readiness, auditory-verbal, and hands-on learning styles impact nursing students' anxiety and learning outcomes in high-fidelity simulation (HFS). Anxiety did not mediate learning, despite student reports of high stress.

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Area of Science:

  • Nursing Education Science
  • Simulation-Based Learning
  • Medical Education

Background:

  • High-fidelity simulation (HFS) is crucial for nursing education, yet factors influencing student anxiety and learning outcomes require further investigation.
  • Understanding the interplay between learning variables, anxiety, and cognitive outcomes in HFS is essential for optimizing educational strategies.

Purpose of the Study:

  • To test a model on the direct effects of learning variables on anxiety and cognitive learning outcomes in HFS.
  • To explore student perceptions of HFS qualities and context influencing anxiety and learning.

Main Methods:

  • Mixed methods quantitative-dominant explanatory design with concurrent qualitative data collection.
  • Participants: 124 undergraduate, beginning nursing students.
  • Variables assessed: readiness to learn, learning styles (auditory-verbal, hands-on), preparation for simulation, anxiety, and cognitive learning outcomes.

Main Results:

  • Readiness to learn, auditory-verbal, and preparation for simulation directly affected anxiety.
  • Cognitive learning outcomes were directly influenced by auditory-verbal and hands-on learning styles.
  • Anxiety did not quantitatively mediate cognitive learning outcomes, though qualitative data indicated high student-reported anxiety.

Conclusions:

  • Specific learning-related variables directly impact nursing students' anxiety and learning in HFS environments.
  • While anxiety did not mediate learning outcomes as hypothesized, its qualitative impact on students is significant.
  • Findings provide evidence for refining HFS methodologies to enhance student learning and manage anxiety.