Influence of Learning Style and Learning Flexibility on Clinical Judgment of Prelicensure Nursing Students within a Human Patient Computer Simulation Environment

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Autor/in	Robison, Elizabeth Sharon
Titel	Influence of Learning Style and Learning Flexibility on Clinical Judgment of Prelicensure Nursing Students within a Human Patient Computer Simulation Environment
Quelle	(2012), (129 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of West Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-9004-9
Schlagwörter	Hochschulschrift; Dissertation; Cognitive Style; Computer Simulation; Experiential Learning; Correlation; Nursing Education; Instructional Design; Teaching Methods; Educational Technology; Patients; Learning Processes; Measures (Individuals); Regression (Statistics); Decision Making; Learning Style Inventory + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Cognitive styles; Kognitiver Stil; Computergrafik; Computersimulation; Experiental learning; Erfahrungsorientiertes Lernen; Korrelation; Pflegepädagogik; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Patient; Learning process; Lernprozess; Messdaten; Regression; Regressionsanalyse; Decision-making; Entscheidungsfindung
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. Experiential learning theory ascribed by D. A. Kolb (1984) provided the overarching conceptual framework for the study's research question: how do the individual and combined influences of learning style and learning flexibility (independent variables) of a prelicensure nursing student within a human patient computer simulation environment relate to clinical judgment (dependent variable)? Two instruments were used in data collection: the Kolb Learning Style Inventory-Version 4 to examine the independent variables, and the Lasater Clinical Judgment Rubric© to examine the dependent variable. The Pearson product-moment correlation and linear regression procedures were used for statistical analyses. The study's findings indicated learning style significantly influenced a prelicensure nursing student's clinical judgment within a human patient computer simulation environment. When the learning style variables were entered into a regression model, the variance in clinical judgment was influenced by the way an individual reflects and transforms the experience. The study's findings did not indicate a significant relationship between learning flexibility and clinical judgment. Based on the findings, a prelicensure nursing student's learning style may influence clinical judgment within a human patient computer simulation environment. Further research is recommended to examine the relationship of clinical judgment and learning style from a developmental perspective throughout the nursing program curriculum and explore the role of learner flexibility in supporting varied instructional design approaches. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10