High-Fidelity Simulation: Descriptive Analysis of Student Learning Styles

Nurse educators need to be responsive to and understand individual learning styles and characteristics. This responsiveness will contribute to a satisfying and effective high-fidelity simulation. A descriptive post-test design was employed as part of a larger randomized controlled intervention study. The majority of third-year nursing students were divergers (29.8%), and the highest mean score for learning characteristics was for active experimentation. Participants were highly satisfied and agreed effective teaching, and learning strategies were evident in and important for simulation. High-fidelity simulation is valued by third-year nursing students, irrespective of their learning styles and is particularly suited to millennial students. The implementation and design of simulation requires further examination to ensure that it consistently assists students in preparation for professional practice. •A preference by third-year nursing students for active experimentation and reflection meshes well with simulation as a type of experiential learning.•Third-year nursing students prefer to learn by experiencing a situation rather than from a theoretical perspective.•Nurse educators and simulation pedagogy need to respond to individual learning styles.