Abstract:

This study investigates the assessment of nursing students' learning needs in three different learning environments: traditional clinical environment, face-to -face simulated clinical environment , and screen-based simulated environment. The researchers utilized a standardized tool by Kin Leighton to 134 fourth- year students (100 female, 34 male) from Holy Name University who are the study respondents. The results showed that the learning environment that best met the majority of the learning needs is the traditional learning environment, which has the highest mean, followed by face-to-face simulation and screen-based simulation learning environments. When grouped according to sex, male students preferred the face-to-face simulation learning environment, while female students preferred the traditional learning environment. The significance of the relationship between all learning environments meeting their learning needs was also determined, with traditional and face-to-face simulation achieving the highest value and indicating a strong similarity in addressing the learning needs. Such findings revealed the effectiveness of different learning environments among nursing students. Moreover, the study highlighted the interrelationships among the three learning environments, suggesting differing degrees of alignment in meeting students' learning needs. These findings emphasized the importance of tailoring educational approaches to accommodate learning needs and optimizing the effectiveness of nursing education programs.

College of Health Sciences Bachelor of Science in Nursing