Attitudes toward simulation-based learning in nursing students: an application of Q methodology

Area of Science:

• Nursing Education
• Healthcare Simulation
• Educational Psychology

Background:

• Simulation-based learning (SBL) is an advanced educational method enhancing skills and team interaction in safe healthcare environments.
• Student responses to SBL can vary significantly despite uniform simulation experiences.
• Understanding diverse student attitudes is crucial for optimizing SBL effectiveness.

Purpose of the Study:

• To identify and characterize the varied attitudes of undergraduate nursing students towards simulation-based learning.
• To explore the subjective viewpoints influencing student engagement and perception of SBL.

Main Methods:

• Employed Q methodology to analyze the subjectivity of student attitudes towards SBL.
• Collected data from 22 undergraduate nursing students with prior SBL experience.
• Utilized pc-QUANL software for statistical analysis of Q-statements rated on a 9-point scale.

Main Results:

• Identified two distinct attitudinal groups among nursing students: 'adventurous immersion' and 'constructive criticism'.
• These two attitudinal factors represent divergent perspectives on the value and application of SBL.
• Findings indicate that student attitudes significantly shape their learning experience in SBL.

Conclusions:

• Teaching and learning strategies can be customized based on identified student attitudes ('adventurous immersion' and 'constructive criticism') to improve SBL.
• These tailored strategies can refine alternative learning approaches that complement traditional clinical practice in nursing.
• Recommendations are provided for integrating these findings into nursing education and clinical settings to enhance SBL effectiveness.