Learning Styles of Associate Degree Nursing Students and the Effectiveness of Patient the Simulation Instructional Method

A national call to improve the safety and quality of health care is motivating educators to search for the best practices in nursing education. The newest patient simulators with enhanced lifelike features offer realistic learning experiences. However, evidence on the effectiveness of patient simulation is inconsistent in relation to students' learning style. The purpose of this research was to determine the effectiveness of the patient simulation instructional method with different student learning styles. Conceptual frameworks guiding the study included experiential learning theory and learning styles theory. The study explored 2 research questions. First, the study determined if associate degree in nursing (ADN) students' scores on a postpartum quiz differed according to preferred learning style. The second research question examined if students' satisfaction with instructional method differed according to preferred learning style. The research design was a secondary analysis of data. After experiencing a postpartum patient simulation scenario, the ADN students took a 10-question quiz and responded to a 16-item satisfaction with instructional method survey. The analysis of variance (ANOVA) statistical procedure revealed no significant differences with student scores on the quiz and satisfaction survey according to students' preferred learning style. The findings from this study indicate that students' learning style did not influence the effectiveness of the simulation instructional method. Using simulated learning experiences that provide students opportunities to make decisions in high-risk patient situations will strengthen graduates and foster a safer, more effective nursing workforce.