Saturday, 16 November 2013
Lee-Anne Jackson, RN, BN
Faculty of Health Sciences, University of the Fraser Valley, Chilliwack, BC, Canada
Mariann Rich, RN, PHD (candidate)
Centre for Nursing & Health Studies, Athabasca University, Athabasca, AB, Canada
Learning Objective 1: The learner will be able to explain whether there is a relationship between student learning style and student anxiety during a Human Patient Simulation experience.
Learning Objective 2: The learner will be able to discuss which student learning style is associated with the highest level of student anxiety during a HPS experience.
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.
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