Bautista, Raymund P.  4  0   <br/><br/>
Nursing students thinking styles and acceptance to simulation - based teaching strategies: A basis for learning enhancement activities        6 
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Bautista, Raymund P. 
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<br/><br/>   Thesis (Graduate) Pamantasan ng Lungsod ng Maynila, 2014;A Thesis Presented to the Faculty of the Graduate School of Health Sciences in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Nursing 
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<br/><br/> ABSTRACT:  	The main objective study was to determine the relationship between the  nursing students thinking styles and their level of acceptance to simulation based strategies. The study covered 92 respondents, 27 second year and 65 third year students in the University of Makati College. Allied Health Studies , and Center for Nursing   	The descriptive correlation method of research was utilized in this study during summer of academic year 2013.. The researcher used the Delineator Assessment of Anthony F. Gregorc (2013) to identify the thinking styles of the students . To determine acceptance to simulation-based teaching strategies, the tool develped by Carol A. Rauen (2011) was used. Results revealed that concrete sequential learners had the highest frequency , followed by abstract sequential, concrete random and abstract  random learners. Results further rervealed that role playing was very highly accepted by all types of learners. Simulated exercises and simulated games were highly accepted while case study was moderately accepted.  	The study concluded that there is no significant relationship between thinking style and level of acceptance to simulation-based teaching stategies. Therefore, all types of learners equally preferred role playing , simulated games, simulated exercise and case study.  	It is recommended that nurse educators should try out lessons integrating  two or more simulation-based strategies to achieve the desired instructional outcomes and make the lessons more gratifying. Further exploration can be conducted to determine the effect of simulation on learningn when students vary in team size.       
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