Learning style impact on knowledge gains in human patient simulation

Abstract

s u m m a r y a r t i c l e i n f o Introduction: Human patient simulation (HPS) is a widely used method of teaching in nursing education. While it is believed that a student's learning style impacts knowledge gains in HPS, there is little evidence to support this. This study sought to determine the impact of learning style on knowledge gains after a heart failure (HF) simulation experience in pre-licensure nursing students. Methods: A convenience sample of four cohorts of prelicensure nursing students (n = 161) were recruited from three Baccalaureate Schools of Nursing at the same point in their curriculum (age 25.7 ±6.6 years; gender = 85.5% female) and participated in HPS using a HF simulation on a high-fidelity manikin. Learning style was assessed by the Kolb Learning Style Inventory (LSI) and pre-and post-HPS knowledge measured by parallel, validated, knowledge tests. The LSI identifies 4 learning styles, (Assimilating Diverging, Accommodating, and Converging). In some cases, learners present a balanced learning profile-an emphasis of all four equally. Statistical analysis consisted of t-tests and ANOVA. Results: HF knowledge scores post-HPS compared to pre-HPS scores revealed a mean improvement of 7 points (p b 0.001) showing evidence of learning. Within group score increases between the pre-test and post-test were seen for the Assimilating (66.68 ± 20.87 to 83.35 ± 12.59; p = 0.07), Diverging (61.95 ± 11.08 to 69.86 ± 12.33; p b 0.01) and balanced profiles (64.4 ± 12.45 to 71.8 ± 10.14; p b 0.01), but not for Converging or Accommodating profiles (73% of sample). Post-hoc paired t-tests revealed a large effect size for the Assimilators (0.91) and moderate effect sizes for both the Divergers and balanced profiles (0.67 and 0.65, respectively). Conclusion: These findings confirm that knowledge gains occur with HPS and provide evidence that HPS is an effective teaching methodology for nursing students identifying with most types of learning styles.

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