Personality-related learning pathways in virtual simulation: a theory-informed mixed-methods study among standardized training nurses.

OBJECTIVE: To examine the associations among personality traits, learning behaviors, and learning outcomes in virtual simulation training among standardized training nurses. METHODS: An explanatory sequential mixed-methods design was used. In the quantitative phase, 128 nurses completed a virtual simulation program on geriatric fall management. Knowledge was assessed before and after training, personality was measured using the Big Five Inventory-2, and learning behaviors were obtained from the platform. Hierarchical regression was performed with post-test knowledge as the outcome. In the qualitative phase, 17 participants underwent interviews using the Zaltman Metaphor Elicitation Technique. RESULTS: Post-test knowledge scores were significantly higher than pre-test scores (78.44 ± 7.28 vs. 70.93 ± 7.21, p < 0.001). The final regression model explained 57.3% of the variance in post-test knowledge. Baseline knowledge, number of learning sessions (β = 0.30, p < 0.001), and average simulation scores (β = 0.25, p = 0.001) remained significant, whereas the five personality dimensions did not. Qualitative findings identified five constructs: learning support, knowledge construction, emotional experience, learning motivation, and external learning pressure. Conscientiousness was associated with planning and repetition, Neuroticism with anxiety and time pressure, and Agreeableness with peer support. CONCLUSION: Virtual simulation training was associated with improved fall-management knowledge. Learning behaviors were more proximal correlates of knowledge outcomes than personality traits, while personality differences may be reflected in distinct behavioral, emotional, and interpersonal patterns of engagement.