Comparison of meaningful learning characteristics in simulated nursing practice after traditional versus...

Nursing educators must ensure that nursing students acquire the necessary competencies; finding the most purposeful teaching methods and encouraging learning through meaningful learning opportunities is necessary to meet this goal. We investigated student learning in a simulated nursing practice using videography.

The purpose of this paper is to examine how two different teaching methods presented students' meaningful learning in a simulated nursing experience.

The 6-hour study was divided into three parts: part I, general information; part II, training; and part III, simulated nursing practice. Part II was delivered by two different methods: a computer-based simulation and a lecture.

The study was carried out in the simulated nursing practice in two universities of applied sciences, in Northern Finland.

The participants in parts II and I were 40 first year nursing students; 12 student volunteers continued to part III.

Qualitative analysis method was used. The data were collected using video recordings and analyzed by videography.

The students who used a computer-based simulation program were more likely to report meaningful learning themes than those who were first exposed to lecture method.

Educators should be encouraged to use computer-based simulation teaching in conjunction with other teaching methods to ensure that nursing students are able to receive the greatest educational benefits.