LEARNING STYLES IN CLINICAL SIMULATION ENVIRONMENTS IN NURSING STUDENTS

Abstract

DOI: https://doi.org/10.46296/yc.v9i17.0723

Abstract

Introduction: Learning styles correspond to a set of strategies used by students to process and understand the information received. Their importance in clinical simulation environments lies in determining the styles applied by students, allowing instructors to implement new, effective strategies tailored to their learning styles and thus achieve improved academic performance. Objective: To determine the learning styles of nursing students and their relationship with academic performance in clinical simulation environments. Methods: A quantitative approach, non-experimental design, descriptive, cross-sectional, and correlational approach. The population consisted of 118 students, of whom 57 were in the second semester and 61 in the third semester. The Honey Alonso Learning Styles Questionnaire (CHAEA) was used to obtain data. This consists of 80 items divided into four dimensions (active, reflective, theoretical, and pragmatic). Each dimension has 20 items, corresponding to the four learning styles. Results: Of the 118 students, 40.64% showed a preference for the reflective style, in second place is the active style with 22.89%, finally the theoretical style with 20.31% and the pragmatic style with 16.08% Conclusion: The students investigated had a predominance of a reflective style, which could be related to the decision-making required in Nursing to provide timely and safe care.

Keywords: Academic performance, clinical simulation, learning, nursing students.