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Revista Cubana de Enfermería

versión impresa ISSN 0864-0319versión On-line ISSN 1561-2961

Resumen

CABALLERO MUNOZ, Erika M. et al. Learning styles and academic performance in nursing students during clinical simulation evaluations. Rev Cubana Enfermer [online]. 2020, vol.36, n.4, e3528.  Epub 01-Dic-2020. ISSN 0864-0319.

Introduction:

Learning styles are cognitive, affective, and physiological features that indicate how the student perceives, interrelates, and responds to the learning environment. Understanding your own style and realistic simulation allow you to document the acquisition of skills.

Objective:

To identify the relation between learning styles, learning achievements and academic performance in first year students in first aid subject with clinical simulation, nursing career, Finis Terrae University, 2017.

Methods:

Quantitative approach, descriptive correlational design. A sample of 68 initial nursing students was taken in the second semester of 2017, with a convenience sampling, from a universe of 75 students; Learning styles were measured with the CHAEA and Kolb instruments, validated in Chile. Performance was assessed with test notes and simulation workshops. Pearson Correlation Coefficient was used for statistical analysis.

Results:

80,88 % of the students are women, average age 19,5 years and 17,65 % work. The average marks of the Cardiopulmonary Resuscitation workshop were 6,29 (Scale 1-7), the integrated clinical simulation workshop was 6,27 and the theoretical test was 5,6. Students predominate in a pragmatic (52,80 %) and theoretical (66,10 %) style according to Honey Alonso, and assimilators and ushers according to Kolb.

Discussion:

It was observed that there is a correlation between learning styles and academic performance, and active simulation experience improves student performance.

Palabras clave : Learning; Simulation; Academic Performance.

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