Engagement Enhances Well-Being in Simulation-Based Healthcare Education
Heli Ruokamo, Tuulikki Keskitalo, University of Lapland, Finland
EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
There is no previous studies focused on student engagement and well-being within healthcare education. The aim of this study is to examine connection between student engagement and well-being in order to better understand their role in simulation-based learning environments. The specific aim is to answer the following research question: How does engagement enhance well-being in simulation-based healthcare education from the student’s own perspective? The data were collected from Stanford University from 2010–2016 using pre- and post-questionnaires before and after the courses. This study had 239 participants. The data were analyzed using descriptive statistics as well as correlations, sum variables, a paired sample t-test, factor analysis, Cronbach’s alpha, and regression analysis. The results show that student engagement and well-being correlate in a statistically significant way; the more engaged the students are, the better their subjective well-being is from their own view.
Ruokamo, H. & Keskitalo, T. (2017). Engagement Enhances Well-Being in Simulation-Based Healthcare Education. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 138-147). Washington, DC: Association for the Advancement of Computing in Education (AACE).
© 2017 Association for the Advancement of Computing in Education (AACE)