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Learning style impact on knowledge gains in human patient simulation.
Mary Ann Shinnick1, Mary A Woo1
1School of Nursing, University of California at Los Angeles, United States.
Nurse Education Today
|June 17, 2014
Summary
Human patient simulation (HPS) effectively improves nursing students' knowledge in heart failure (HF) management. Learning styles impact knowledge gains, with Assimilating, Diverging, and balanced profiles showing significant improvement after HF simulation.
Area of Science:
- Nursing Education
- Medical Simulation
- Learning Theory
Background:
- Human patient simulation (HPS) is a prevalent teaching method in nursing.
- Evidence linking student learning styles to knowledge acquisition in HPS is limited.
- This study investigated the influence of learning style on knowledge gains from a heart failure (HF) simulation.
Purpose of the Study:
- To determine the impact of learning style on knowledge gains in pre-licensure nursing students following a heart failure simulation.
- To assess the effectiveness of HPS as a teaching methodology across different learning styles.
Main Methods:
- 161 pre-licensure nursing students participated in a high-fidelity manikin-based HF simulation.
- Learning styles were assessed using the Kolb Learning Style Inventory (LSI).
- Knowledge was measured using validated pre- and post-simulation tests; statistical analysis included t-tests and ANOVA.
Main Results:
- Overall knowledge scores significantly improved after the HF simulation (p<0.001).
- Students with Assimilating, Diverging, and balanced learning profiles demonstrated significant knowledge gains.
- Converging and Accommodating profiles (73% of the sample) did not show significant pre- to post-test score increases.
Conclusions:
- Human patient simulation (HPS) effectively enhances nursing students' knowledge.
- HPS is a valuable teaching strategy for nursing students, particularly those with Assimilating, Diverging, or balanced learning preferences.
- Further research may explore strategies to optimize HPS for Converging and Accommodating learners.
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