Abstract

This study explored the relationship between learning styles and satisfaction with high-fidelity clinical simulation (HFCS) among undergraduate nursing students at a public university in Chile. A cross-sectional design was employed, involving 109 students from the third, fourth, and fifth years of the nursing program. Learning styles were identified using the CHAEA-32 inventory, and satisfaction with HFCS was measured through a validated scale. Data were analyzed using descriptive statistics and Spearman's rank-order correlation. The reflective learning style was the most prevalent (34.86%), while the active style was the least common (13.76%). Many students displayed multiple learning preferences, with 30.28% showing two dominant styles. Overall satisfaction with HFCS was high (87.07%), with Interpersonal Relationship as the highest-rated dimension. Third-year students reported the highest satisfaction (90.71%), followed by fifth-year (94.05%) and fourth-year students (85.82%). A significant positive correlation between learning style and satisfaction with HFCS was found only among third-year students (rho = 0.619, p < 0.01). The findings suggest that learning style may influence the effectiveness of simulation experiences, particularly in earlier stages of training. Understanding these dynamics can support improved educational strategies in nursing programs that incorporate simulation-based learning.