Correlations Between Clinical Judgement and Learning Style Preferences of Nursing Students in the Simulation Room

Abstract

Background:Health care educators account for variables affecting patient safety and are responsible for developing the highly complex process of education planning. Clinical judgement is a multidimensional process, which may be affected by learning styles. The aim was to explore three specific hypotheses to test correlations between nursing students’ team achievements in clinical judgement and emotional, sociological and physiological learning style preferences.Methods:A descriptive cross-sectional study was conducted with Swedish university nursing students in 2012-2013. Convenience sampling was used with 60 teams with 173 nursing students in the final semester of a three-year Bachelor of Science in nursing programme. Data collection included questionnaires of personal characteristics, learning style preferences, determined by the Dunn and Dunn Productivity Environmental Preference Survey, and videotaped complex nursing simulation scenarios. Comparison with Lasater Clinical Judgement Rubric and Non-parametric analyses were performed.Results:Three significant correlations were found between the team achievements and the students’ learning style preferences: significant negative correlation with ‘Structure’ and ‘Kinesthetic’ at the individual level, and positive correlation with the ‘Tactile’ variable. No significant correlations with students’ ‘Motivation’, ‘Persistence’, ‘Wish to learn alone’ and ‘Wish for an authoritative person present’ were seen.Discussion and Conclusion:There were multiple complex interactions between the tested learning style preferences and the team achievements of clinical judgement in the simulation room, which provides important information for the becoming nurses. Several factors may have influenced the results that should be acknowledged when designing further research. We suggest conducting mixed methods to determine further relationships between team achievements, learning style preferences, cognitive learning outcomes and group processes.

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

“…This is often a combination of rigorous academic commitments (Read et al, 2017;Cusimano et al, 2018;Queen and Hess, 2018), intensive preparations for competitive entrance examinations (Schubert, 2016;Mbanga et al, 2018), and time-consuming extracurricular activities (Dumbili and Williams, 2016;Cheney et al, 2017). As these students commence health care studies, some are unable to sustain their college lifestyle due to the burgeoning rigor of health care studies (Hallin et al, 2015;Tomassini et al, 2016;Sahoo and Mohammed, 2018). This combination of academic (Luthar, 2017;Chung et al, 2018;Raza et al, 2018) and social stressors (Croffoot et al, 2010) can combine to erode the psychological well-being of students (Oommen et al, 2017;Mestdagh et al, 2018) and weaken their resilience (Palmen et al, 2015;Joshi et al, 2017;Haque et al, 2018;Rowland and Kumagai, 2018).…”

“…Cumulative evidence derived from various health care disciplines clearly demonstrates that accurate and early identification of learning styles can directly improve executive functions such as working memory (Cerasoli and Ford, 2014;Jacobs et al, 2015;Pape et al, 2018), cognitive flexibility (Hallin et al, 2015;Tomassini et al, 2016;Raza et al, 2018), and adaptive (Woolley and Fishbach, 2018) and autonomous problemsolving skills (Ezell et al, 2013;Bhagat et al, 2015;Gauer and Jackson, 2018). The recognition of individual learning styles in medical and dental students, has been particularly beneficial during the teaching of anatomy, where students were able to function with lesser instructions (Palmen et al, 2015;Joshi et al, 2017;Oommen et al, 2017;Chung et al, 2018;Mestdagh et al, 2018) and develop effective (Wilkinson et al, 2014;Tai et al, 2016) and self-regulated (Gurpinar et al, 2010;Haro et al, 2014) study habits.…”

“…Test-enhanced learning practice bolsters this concept as it involves recalling information through questions (Cerasoli and Ford, 2014;Coyne et al, 2018) or other testing procedures (Zumwalt et al, 2010;Gliddon and Cridge, 2015;Barrett et al, 2018). Hence, this approach is being increasing recognized as a powerful and efficient learning tool in the development of IM (Bhagat et al, 2015;Hallin et al, 2015;Hulbert and Anderson, 2018), as it strengthens memory formation of that information (Palmen et al, 2015;Khalil et al, 2018) and improves delayed recall (Igde and Sahin, 2017;Oommen et al, 2017;Tackett et al, 2018) by the development of intricate neural networks (Ericcson et al, 1980;Everly et al, 1994;Dingwall and Allen, 2001;Kerfoot, 2003;Emerson, 2017).…”

“…Data derived from various health care disciplines have conclusively demonstrated that well-designed simulation exercises are able to provide students with instructions and guidance to perform better at later testing periods (Croffoot et al, 2010;Gurpinar et al, 2010;Wilkinson et al, 2014;Rosenman et al, 2015;Strombach et al, 2016;Lysak et al, 2018;Streilein et al, 2018). Training through simulation has also been demonstrated to lead to the development of better patient safety skills through effective interprofessional teamwork (Puertas et al, 2013;Hallin et al, 2015;Rosenman et al, 2015;Walker et al, 2016;Luthar, 2017;Tetenbaum-Novatt et al, 2018), one of the salient goals in health care education (Elkind, 2009;Zielezinski and Karlowski, 2015;Berman et al, 2016). A singular view expressed by all millennial health care students is that simulation training provided an opportunity to gain experience (Kirch and Ast, 2015;Bronson, 2016;Hennessy et al, 2016;Worly et al, 2018), and take responsibility for skills that were acquired during training (Croffoot et al, 2010;Luthar, 2017;Rowland and Kumagai, 2018;Sahoo andMohammed, 2018) Tackett et al, 2018).…”

The preferred learning styles utilizing VARK among nursing students with bachelor degrees and associate degrees in China

“…Being aware of their individual styles can help students fi nd appropriate ways to learn and benefi t from these styles in their future professional journey. (4) According to Sarun, the learning style is defi ned as "the method in which learners perceive, process, interpret, organize and think about information". (5) Many scholars have devoted to developing a series of instruments to measure an individual's learning style.…”