Onturk, Zehra KanKanig, MerveAslan, ErgulKuguoglu, Sema2023-02-212023-02-212021-01-0110.5152/FNJN.2021.19173https://hdl.handle.net/11443/1947http://dx.doi.org/10.5152/FNJN.2021.19173AIM: This study aimed to investigate whether the learning styles of nursing students affected their anxiety and learning levels during simulation education. METHOD: This was a cross-sectional and quasi-experimental study, which included a total of 60 nursing students. The students received simulation education about labor management and first care of newborns. The Learning Styles Inventory III, the Trait Anxiety Scale, and a pretest were used before the simulation education, and the Perceived Learning Scale and a posttest were used after the simulation education to collect data. RESULTS: According to data from the learning styles inventory, 81.6\% of the students had a diverging learning style, 11.7\% had an assimilating learning style, and 6.7\% had an accommodating learning style. The mean state anxiety score was 49.83 +/- 10.59 just before the simulation. The mean pretest score was 51.50 +/- 16.96 and the mean posttest score was 54.17 +/- 15.22. The perceived learning score was 35.45 +/- 5.12. There was a significant difference in anxiety levels in terms of learning styles (p<.005). CONCLUSION: Most of the students in this study had a diverging learning style. Their anxiety levels did not change depending on their learning styles. The pretest/posttest results and perceived learning levels showed that simulation helped to achieve learning in all types of learners.Anxietylearningneonatologyobstetricssimulation trainingArticleWOS:000663572000007