Does Learning Style Influence Student Anxiety during a Human Patient Simulation Experience

2.50
Hdl Handle:
http://hdl.handle.net/10755/308284
Category:
Abstract
Type:
Presentation
Title:
Does Learning Style Influence Student Anxiety during a Human Patient Simulation Experience
Author(s):
Jackson, Lee-Anne; Rich, Mariann
Lead Author STTI Affiliation:
N/A
Author Details:
Lee-Anne Jackson, RN, BN, lee-anne.jackson@ufv.ca; Mariann Rich, RN, PHD
Abstract:

Poster presented on: Sunday, November 17, 2013, Saturday, November 16, 2013

Background:  Human patient simulation (HPS), utilizing life like manikins, is a teaching strategy that is becoming increasingly utilized in nursing education.  The need for this type of teaching method has arisen as a result of:  difficulty experienced by students when transferring knowledge from the classroom to the clinical environment, a new generation of learners who are comfortable with and expect the use of technology in their educational programs, advances in learning theory, limited clinical opportunities, and, increased patient acuity.  HPS learning activities are believed to enhance the development of critical thinking, clinical judgment and decision making skills in an environment that poses no risk to patients.  Many studies have been conducted examining the student experience during an HPS event and student anxiety during these learning activities has been identified; however there is limited information on how Faculty can support students who experience anxiety during HPS events.  Students’ motivation, attitude and knowledge retention are enhanced when learning activities are aligned with student learning style.  Thus, this study examines whether student learning style is associated with students’ anxiety during HPS events.

Purpose:  To understand if there is a relationship between student learning style and student anxiety during an HPS experience. 

Methods:  A quantitative correlation design was used.  Learning styles were identified using the Index of Learning Styles Inventory and anxiety was measured by portable heart rate monitors.  The sample consists of undergraduate nursing students participating in an HPS learning activity.

Keywords:
Learning Style; Anxiety; Human Patient Simulation
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleDoes Learning Style Influence Student Anxiety during a Human Patient Simulation Experienceen_GB
dc.contributor.authorJackson, Lee-Anneen_GB
dc.contributor.authorRich, Mariannen_GB
dc.contributor.departmentN/Aen_GB
dc.author.detailsLee-Anne Jackson, RN, BN, lee-anne.jackson@ufv.ca; Mariann Rich, RN, PHDen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308284-
dc.description.abstract<p>Poster presented on: Sunday, November 17, 2013, Saturday, November 16, 2013</p>Background:  Human patient simulation (HPS), utilizing life like manikins, is a teaching strategy that is becoming increasingly utilized in nursing education.  The need for this type of teaching method has arisen as a result of:  difficulty experienced by students when transferring knowledge from the classroom to the clinical environment, a new generation of learners who are comfortable with and expect the use of technology in their educational programs, advances in learning theory, limited clinical opportunities, and, increased patient acuity.  HPS learning activities are believed to enhance the development of critical thinking, clinical judgment and decision making skills in an environment that poses no risk to patients.  Many studies have been conducted examining the student experience during an HPS event and student anxiety during these learning activities has been identified; however there is limited information on how Faculty can support students who experience anxiety during HPS events.  Students’ motivation, attitude and knowledge retention are enhanced when learning activities are aligned with student learning style.  Thus, this study examines whether student learning style is associated with students’ anxiety during HPS events. <p class="APA">Purpose:  To understand if there is a relationship between student learning style and student anxiety during an HPS experience.  <p class="APA">Methods:  A quantitative correlation design was used.  Learning styles were identified using the Index of Learning Styles Inventory and anxiety was measured by portable heart rate monitors.  The sample consists of undergraduate nursing students participating in an HPS learning activity.en_GB
dc.subjectLearning Styleen_GB
dc.subjectAnxietyen_GB
dc.subjectHuman Patient Simulationen_GB
dc.date.available2013-12-19T17:29:19Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:29:19Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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