| Sumario: | Abstract Background Being in a flow state during simulation-based education enables students to achieve successful learning by concentrating on their activities. Methods After experiencing simulations, both junior and senior nursing students participated in a questionnaire survey. The questionnaire included six types of scales to measure each component of the research framework. The collected data were analyzed using t-tests, analysis of variance, Pearson correlations, and multiple regressions. Results Students' school years, preferred learning styles, perceived levels of support, problem-solving opportunities, and perceived levels of fidelity were identified as factors influencing the flow experience during simulation-based education. Conclusions To increase the effectiveness of learning, educators should consider factors that influence the flow experience when designing simulation learning environments. Highlights • Factors influencing nursing students' flow during simulations were identified. • Factors were based on the National League for Nursing/Jeffries simulation framework. • Participant and simulation design characteristics were related to flow experience. • Students who preferred learning through discussion showed higher levels of flow.
|
|---|