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dc.contributor.authorKan Öntürk, Zehra
dc.contributor.authorKanığ, Merve
dc.contributor.authorAslan, Ergül
dc.contributor.authorKuğuoğlu, Sema
dc.date.accessioned2021-08-02T07:33:27Z
dc.date.available2021-08-02T07:33:27Z
dc.date.issued2021en_US
dc.identifier.citationKan Öntürk, Z., Kanığ, M., Aslan, E. ve Kuğuoğlu, S. (2021). Reflection of learning styles on students' anxiety and learning levels in simulation education: An obstetrics and neonatology nursing experience. Florence Nightingale Journal of Nursing, 29(2), 186-193. https://dx.doi.org/10.5152/FNJN.2021.19173en_US
dc.identifier.issn2147-8686
dc.identifier.urihttps://dx.doi.org/10.5152/FNJN.2021.19173
dc.identifier.urihttps://hdl.handle.net/20.500.12511/7639
dc.description.abstractAIM: This study aimed to investigate whether the learning styles of nursing students affected their anxiety and learning levels during simulation education. METHOD: This was a cross-sectional and quasi-experimental study, which included a total of 60 nursing students. The students received simulation education about labor management and first care of newborns. The Learning Styles Inventory III, the Trait Anxiety Scale, and a pretest were used before the simulation education, and the Perceived Learning Scale and a posttest were used after the simulation education to collect data. RESULTS: According to data from the learning styles inventory, 81.6% of the students had a diverging learning style, 11.7% had an assimilating learning style, and 6.7% had an accommodating learning style. The mean state anxiety score was 49.83 +/- 10.59 just before the simulation. The mean pretest score was 51.50 +/- 16.96 and the mean posttest score was 54.17 +/- 15.22. The perceived learning score was 35.45 +/- 5.12. There was a significant difference in anxiety levels in terms of learning styles (p<.005). CONCLUSION: Most of the students in this study had a diverging learning style. Their anxiety levels did not change depending on their learning styles. The pretest/posttest results and perceived learning levels showed that simulation helped to achieve learning in all types of learners.en_US
dc.language.isoengen_US
dc.publisherIstanbul Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.rightsAttribution-NonCommercial 4.0 International*
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/*
dc.subjectAnxietyen_US
dc.subjectLearningen_US
dc.subjectNeonatologyen_US
dc.subjectObstetricsen_US
dc.subjectSimulation Trainingen_US
dc.titleReflection of learning styles on students' anxiety and learning levels in simulation education: An obstetrics and neonatology nursing experienceen_US
dc.typearticleen_US
dc.relation.journalFlorence Nightingale Journal of Nursingen_US
dc.departmentİstanbul Medipol Üniversitesi, Sağlık Bilimleri Fakültesi, Hemşirelik Bölümüen_US
dc.authorid0000-0002-2794-1068en_US
dc.identifier.volume29en_US
dc.identifier.issue2en_US
dc.identifier.startpage186en_US
dc.identifier.endpage193en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.doi10.5152/FNJN.2021.19173en_US


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