Learning style and level of satisfaction in nursing clinical simulation

Abstract

Objective

To analyze the relationships between the learning styles of nursing students and the degree of satisfaction with simulated clinical experiences.

Methods

Descriptive study, carried out with undergraduate nursing students (n=46) from a public institution in Sao Paulo, Brazil, in February and March 2018, after approval by the Institution Research Ethics Committee. Each student individually responded to the identification instrument, the New Learning Styles Index and the Escala de Satisfação com as Experiências Clínicas Simuladas. The average scores of the different dimensions of the instruments were evaluated, as well as the differences among the average scores of the satisfaction dimensions in relation to those of the learning styles.

Results

Learning styles varied, with sensory and sequential styles prevailing. The degree of satisfaction with the clinical simulation was high regardless of the learning style. There was a difference (p<0.05) when relating the average satisfaction scores with simulation and some learning styles. Students with visual or verbal learning styles showed differences in the practical, cognitive dimensions and the total scale, indicating satisfaction with the simulated clinical experiences; whereas those with active or reflective styles, the difference was presented only in the practical dimension involving simulation.

Conclusion

The results obtained show differences in satisfaction in simulation depending on the learning style; reinforce the need for reflection on potentialities or difficulties involving the use of clinical simulation by nursing students.

Learning; Education, nursing; Simulation; Simulation training; Students, nursing