| Variables Affecting Learning in a Simulation Experience: A Mixed Methods Study. | |
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MedLine Citation:
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PMID: 21593285 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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The primary purpose of this study was to test a hypothesized model describing the direct effects of learning variables on anxiety and cognitive learning outcomes in a high-fidelity simulation (HFS) experience. The secondary purpose was to explain and explore student perceptions concerning the qualities and context of HFS affecting anxiety and learning. This study used a mixed methods quantitative-dominant explanatory design with concurrent qualitative data collection to examine variables affecting learning in undergraduate, beginning nursing students (N = 124). Being ready to learn, having a strong auditory-verbal learning style, and being prepared for simulation directly affected anxiety, whereas learning outcomes were directly affected by having strong auditory-verbal and hands-on learning styles. Anxiety did not quantitatively mediate cognitive learning outcomes as theorized, although students qualitatively reported debilitating levels of anxiety. This study advances nursing education science by providing evidence concerning variables affecting learning outcomes in HFS. |
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Authors:
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Kelly P Beischel |
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Publication Detail:
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Type: JOURNAL ARTICLE Date: 2011-5-18 |
Journal Detail:
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Title: Western journal of nursing research Volume: - ISSN: 1552-8456 ISO Abbreviation: - Publication Date: 2011 May |
Date Detail:
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Created Date: 2011-5-19 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 7905435 Medline TA: West J Nurs Res Country: - |
Other Details:
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Languages: ENG Pagination: - Citation Subset: - |
Affiliation:
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Xavier University. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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