Effects of web-based electrocardiography simulation on strategies and learning styles.
OBJECTIVE
To identify the association between the use of web simulation electrocardiography and the learning approaches, strategies and styles of nursing degree students.


METHODS
A descriptive and correlational design with a one-group pretest-posttest measurement was used. The study sample included 246 students in a Basic and Advanced Cardiac Life Support nursing class of nursing degree.


RESULTS
No significant differences between genders were found in any dimension of learning styles and approaches to learning. After the introduction of web simulation electrocardiography, significant differences were found in some item scores of learning styles: theorist (p < 0.040), pragmatic (p < 0.010) and approaches to learning.


CONCLUSIONS
The use of a web electrocardiogram (ECG) simulation is associated with the development of active and reflexive learning styles, improving motivation and a deep approach in nursing students.
Department of Nursing, Physiotherapy and Medicine, University of Almería, Almería, ES.
José
J
Granero-Molina
Department of Nursing, Physiotherapy and Medicine, University of Almería, Almería, ES.
Cayetano
C
Fernández-Sola
Department of Nursing, Physiotherapy and Medicine, University of Almería, Almería, ES.
Esperanza
E
López-Domene
Midwifery Department, School of Health and Education, Adult, Child, Middlesex University, London, UK.
José Manuel
JM
Hernández-Padilla
Escola Superior de Saúde, Instituto Politécnico de Bragança, Bragança, PT.
Leonel São Romão
LS
Preto
Department of Nursing, Physiotherapy and Medicine, University of Almería, Almería, ES.
Adelaida María
AM
Castro-Sánchez
D003194:Computer-Assisted Instruction; D004506:Education, Nursing / Q000379:methods*; D004562:Electrocardiography; D005260:Female; D006801:Humans; D020407:Internet; D008297:Male; D000066908:Simulation Training; D055815:Young Adult