Effects of High-Fidelity Simulation-Based Training of Nursing Students according to their Learning Styles

Abstract

The purpose of this study was to establish basic materials for providing a learning type specific simulation education through identifying the differences in self-efficacy, problem solving ability and clinical competence before and after a learning type specific simulation education, with 145 3rd-year nursing students at a university as the study subjects. This study is a single-group, before-and-after designed experiment for verifying the learning type specific effects after simulation education. As a result of the experiment on the learning types of nursing students, the adaptors were seen to be the most, and the after-simulation education problem solving ability (F=5.015, p = 0.02) and the after-education clinical competence (F=3.288, p = 0.02) showed statistically significant differences. From which, based on the fact that the convergers were seen to be significantly higher than the adaptors and the divergers were higher than the adaptors in regard to problem solving ability, and the fact that the convergers were seen to be significantly higher than the adaptors in regard to clinical competence, it was possible to ascertain that there are differences in the effects of learning type specific simulation education. However, self-efficacy did not show any statistically significant differences. Based on these results, it can be expected that a simulation education by learning types can be provided.■ keyword :|Learning Style|Simulation|Nursing Student|

The Effect of a Simulation Education Program using Team-based Learning on Ego-Resilience, Communication, and Clinical Competence of Nursing Students

“…This is consistent with the results of the study conducted by Kim (2012) [5], where the team-based simulation learning group showed significant improvements in clinical competence compared to the case-based learning and nursing skills training group. Further, the results support previous findings that simulation-based education enhances nursing students' clinical competence [25].…”

Effects of Simulation-Based Practice Education on Learning Satisfaction, Immersion, and Self-Efficacy of Nursing Students

“…Based on such results, it would be eventually necessary to promote the production of nurses fully equipped with adaptability to clinical settings by actively inducing students' voluntary participation through simulation education, giving positive feedbacks on it, and improving the learning satisfaction/attitude based on interest in learning and voluntary motivation through debates of various clinical cases. The mean score of self-efficacy was 3.50 out of 5.00, which was higher than 2.94 of the research by Kim & Park (2013). In the research by Kim & Park(2013), it was measured when the semester began before applying the simulation program to subjects.…”

“…The mean score of self-efficacy was 3.50 out of 5.00, which was higher than 2.94 of the research by Kim & Park (2013). In the research by Kim & Park(2013), it was measured when the semester began before applying the simulation program to subjects. In this study, it was measured after learning all the basic nursing skills in the basic nursing practice class.…”

Effects of a simulated emergency airway management education program on the self‐efficacy and clinical performance of intensive care unit nurses

“…Indeed, two studies showed that simulation education programs on basic and advanced cardiac life support and resuscitation effectively increased the knowledge of medical staff about treatments and equipment and boosted their confidence in emergency situations (Flisher, ; Hoadley, ). Moreover, Kim and Pak () showed recently that a simulation education program improved the self‐efficacy of nurses; specifically, it improved their confidence towards their ability to acquire theoretical and practical knowledge.…”