Abstract
Nursing education is experiencing a transition in how students are exposed to clinical situations. Technology, specifically human patient computer simulation, is replacing human exposure in clinical education (Nehring, 2010b). Kaakinen and Arwood (2009) discuss the need to apply learning theories to instructional designs involving simulation for successful learner-centered outcomes. Developing effective teaching strategies using technology to support enhancing student performance outcomes requires a paradigm shift from traditional, clinical-based models.
The purpose of this study was to begin to close research gaps and support development of evidence-based practice in implementing simulation by examining prelicensure nursing students' learning styles and flexibilities relative to clinical judgment performance. A convenience sample (N = 51) was obtained from students enrolled in a state college located in the Southeastern portion of the United States. The study incorporated a nonexperimental correlation design.
Sigma Membership
Non-member
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Experimental Learning, Simulation Learning, Nursing Students, Clinical Education
Advisor
Carla J. Thompson
Second Advisor
Diane N. Gardner
Third Advisor
Ludmila M. Cosio-Lima
Degree
Doctoral-Other
Degree Grantor
The University of West Florida
Degree Year
2012
Recommended Citation
Robison, Elizabeth Sharon, "Influence of learning style and learning flexibility on clinical judgment of prelicensure nursing students within a human patient computer simulation environment" (2023). Dissertations. 271.
https://www.sigmarepository.org/dissertations/271
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-02-09
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3518140; ProQuest document ID: 1034586527. The author still retains copyright.