Correlation analysis of self-directed learning ability, self-efficacy and academic burnout of junior nursing college students in closed management colleges

The relationship between self-efficacy, learning burnout, willingness to fulfill the contract and empathy of rural-oriented tuition-waived medical students of China: a cross-sectional study

BACKGROUND

The empathy of rural-oriented tuition-waived medical students (RTMSs) is closely related to the construction of good doctor-patient relationship and the quality of rural medical and health services. The purpose of this study is not only to explore the relationship between self-efficacy, learning burnout, willingness to fulfill the contract and empathy, but also to explore the mediating role of self-efficacy between learning burnout and empathy, and between willingness to fulfill the contract and empathy.

METHODS

Four hundred ninety-five rural-oriented tuition-waived medical students from 3 medical universities in Shandong Province were selected as research subjects, and General self-efficacy scale (GSES), Learning burnout of university student (LBUS), Willingness to fulfill the contract scale and Jefferson Scale of Physician Empathy-student version (JSPE-S) were used to investigate. SPSS 25.0 and AMOS 24.0 were used for statistical analysis and path analysis of the data.

RESULTS

The willingness to fulfill the contract of rural-oriented tuition-waived medical students has a direct positive impact on self-efficacy (β = 0.11, P < 0.05) and empathy (β = 0.27, P < 0.001), and a significant direct negative impact on learning burnout (β = -0.25, P < 0.001). Learning burnout has a significant direct negative impact on self-efficacy (β = -0.34, P < 0.001), while self-efficacy has a significant direct positive impact on empathy (β = 0.22, P < 0.001). Learning burnout has no direct impact on empathy (β = -0.09, P = 0.109). Self-efficacy has a significant mediating effect between willingness to fulfill the contract and empathy (95% CI: 0.02-0.41), and also has a significant mediating effect between learning burnout and empathy [95% CI: -0.41- (-0.11)]. Learning burnout has no mediating effect between willingness to fulfill the contract and empathy (95% CI: -0.02-0.42).

CONCLUSION

This study found that learning burnout and willingness to fulfill the contract are important factors affecting rural-oriented tuition-waived medical students' empathy, both of which can influence empathy through the mediating role of self-efficacy. This provides positive suggestions for medical colleges to improve the empathy of students, which is of great practical significance for continuously improving the service quality of general practitioners and ultimately realizing the development of high-quality rural medical and health undertakings. In addition, it also provides an important theoretical reference for the formulation of empathy intervention measures and broadens the direction of rural-oriented tuition-waived medical students' research in the future.

Gender differences in effects of learning self-efficacy on learning burnout among higher vocational college students in China

BACKGROUND

In Chinese higher vocational colleges, students often underperform academically and experience burnout from studying. Developing learning self-efficacy may directly and indirectly address these challenges, and differences in learning self-efficacy between male and female students may have varying effects on their burnout.

AIMS

We examined the mediating relationships between learning self-efficacy, learned helplessness and learning burnout among Chinese higher vocational college students, as well as the gender-related differences in these relationships.

SAMPLE

An online survey collected 1045 valid responses. The sample comprised 513 male students and 532 female students, with an age range of 18-21 years.

METHODS

A measurement model and multiple structural models for learning self-efficacy, learned helplessness and learning burnout were established through structural equation modelling to evaluate measurement validity and identify the mediating effects among these variables.

RESULTS

The findings revealed that learned helplessness partially mediated the relationship between learning self-efficacy and learning burnout among higher vocational college students. Learning self-efficacy directly influenced learning burnout in male higher vocational college students, whereas learned helplessness partially mediated the relationship between learning self-efficacy and learning burnout in female higher vocational college students.

CONCLUSIONS

The findings indicate that fostering learning self-efficacy can help mitigate the impact of learned helplessness on learning burnout in female students. However, this protective effect was not observed in male students. Teachers in Chinese higher vocational colleges should implement targeted strategies, such as promoting attainable goal-setting techniques, to prevent learned helplessness from contributing to learning burnout in male students.

Career aspiration and influencing factors study of intern nursing students: A latent profile analysis

BACKGROUND

The intensifying global aging population exacerbates the serious shortage of nurses, placing immense pressure on the healthcare system worldwide. Overwhelming workloads, limited career development opportunities, and high turnover rates among nurses compound these challenges. Career aspiration is closely related to individual active work behavior and career orientation, and is significant for stabilizing the nursing team. Identifying different subgroups of career aspiration among intern nursing students and analyzing the influencing factors can provide tailored support and interventions for their career development, contributing to addressing the global nursing shortage and shaping the future of the nursing profession.

AIMS

To identify different subgroups of career aspiration among intern nursing students and to analyze the related factors of the different subgroups.

METHODS

This secondary analysis relied upon a cross-sectional study conducted in China among 521 nursing students during clinical practice. Latent profile analysis was used to identify subgroups of career aspiration among intern nursing students, and multivariate logistic regression was used to analyze factors influencing their career aspiration. The Career Aspiration Scale, General Demographic Information Questionnaire, and the Nursing Students Clinical Practice Poor Adaptation Scale were utilized as measures.

RESULTS

There were four different subgroups of career aspiration, namely the "Moderate career aspiration type (33.7%)", "High leadership expectations-low effort type (11.6%)", "High professional development-low educational aspiration type (28.9%)", "High aspiration multidimensional leader-scholar type (25.8%)". School classification and clinical practice poor adaptation were significantly related factors for the four subgroups (all p < 0.05). Female significantly influenced the "high professional development-low educational aspiration type" (p < 0.001). Students' origin, grade point average, and student leadership experience significantly influenced the "high aspiration multidimensional leader-scholar type" (all p < 0.05).

CONCLUSIONS

This study has identified four distinct subgroups of career aspiration among Chinese intern nursing students and their influencing factors. These findings demonstrate the heterogeneity within the intern nursing student population, provide an effective supplement with a more in-depth analysis to the previous research and underscore the need for tailored educational approaches in clinical practice. By nurturing nursing students' career aspiration, a stable and competent nursing workforce will be cultivated to meet future healthcare demands and propel the advancement of the nursing profession.

Examining the influence of social support and resilience on academic self-efficacy and learning outcomes in pre-licensure student nurses

BACKGROUND

Academic self-efficacy is recognized as a vital element influencing students' academic performance, while social support and resilience have been recognized as potential predictors of academic self-efficacy.

PURPOSE

The purposes of this study are twofold: (1) to examine the influence of academic self-efficacy on learning outcomes in nursing students, and (2) to explore whether social support and resilience serve as predictors of academic self-efficacy.

METHOD

A quantitative cross-sectional research design was utilized in this study. A total of 265 Filipino student nurses registered in a government nursing school participated in the study.

RESULTS

Student nurses reported moderate to high levels of general academic self-efficacy. Increased levels of academic self-efficacy were associated with better academic performance and clinical performance. Resilience emerged as a strong predictor of academic self-efficacy.

CONCLUSIONS

The findings of this study highlighted the value of resilience in promoting academic self-efficacy among student nurses. Furthermore, the research establishes the significance of academic self-efficacy in enhancing positive learning outcomes for these students. The findings underscore the need for interventions targeting the development of resilience to enhance academic self-efficacy, leading to improved learning outcomes.

The mediating role of self-directed learning ability in the impact of educational environment, learning motivation, and emotional intelligence on metacognitive awareness in nursing students

PURPOSE

This study aimed to examine the mechanisms influencing metacognitive awareness among nursing students, encompassing educational environment, learning motivation, emotional intelligence, and self-directed learning ability. These findings could be a theoretical reference for formulating metacognitive awareness intervention strategies specifically designed for nursing students.

METHOD

Through stratified sampling, 600 nursing students were recruited from two universities in China. Data collection involved five self-report instruments: the Metacognitive Awareness Inventory, Medical Education Environment Evaluation Scale, Learning Motivation Scale, Emotional Intelligence Scale, and Self-Directed Learning Ability Scale. Confirmatory factor analysis was utilized to test the measurement model, while structural equation modeling utilized multiple indices to assess model fit. Bootstrapping was conducted to analyze total, direct, and indirect effects.

RESULTS

All study variables differed significantly according to age and year level (p < 0.01). Metacognitive awareness positively correlated with the educational environment, learning motivation, emotional intelligence, and self-directed learning ability ( r = 0.493-0.729; all p < 0.01). The test of the measurement model shows good reliability and validity. The model depicting factors influencing metacognitive awareness demonstrated a good fit (χ2/df = 2.42, SRMR = 0.048, RMSEA = 0.049, CFI = 0.947, IFI = 0.935). Path analyses revealed that educational environment (EE), learning motivation (LM), and emotional intelligence (EI) directly impacted self-directed learning ability (SDLA) ( βEE = 0.189, βLM = 0.436; βEI = 0.215; all p < 0.05). Moreover, educational environment and self-directed learning ability directly influenced metacognitive awareness (βEE = 0.224, βSDLA = 0.520; all p < 0.05). Lastly, the educational environment, learning motivation, and emotional intelligence influenced metacognitive awareness by self-directed learning ability.

CONCLUSION

Metacognitive awareness in nursing students rises with age and year level. Females exhibit more potent self-directed learning abilities than males. Educational environment, motivation, and emotional intelligence indirectly influence metacognitive awareness via self-directed learning ability. This finding has enriched the ways and perspectives of metacognitive awareness training for nursing students.

Exploring self-directed learning readiness and related factors: the role of time management skills in nursing students

BACKGROUND

Previous studies have reported varying levels of self-directed learning readiness and time management skills among nursing students, and the relationship between these two skills has not been extensively explored. Consequently, this study aimed to assess self-directed learning readiness and its influencing factors, with a specific emphasis on the role of time management skills among nursing students.

METHODS

This cross-sectional study involved the participation of 110 undergraduate nursing students who were conveniently recruited for the research. The data collection tools included a demographic information form, Fisher's Self-Directed Learning Readiness questionnaire, and the Time Management Inventory developed by Britton and Tesser. The collected data were analyzed using STATA-14 statistical software.

RESULTS

The findings revealed that 96.4% of the nursing students demonstrated readiness for self-directed learning. The mean overall score for self-directed learning readiness was 162.3 ± 6.1 out of 200, indicating a relatively high level of readiness. The mean score for time management skills was 98.1 ± 5.0 out of 135, suggesting satisfactory proficiency in this area. In terms of the relationship between self-directed learning readiness and its associated factors, time management skills, academic probation history, grade point average, place of residence, and level of interest in the field of study collectively accounted for 9.2% of the variance in self-directed learning readiness. Among these factors, academic probation history, grade point average, and place of residence emerged as statistically significant predictors (P < 0.05).

CONCLUSIONS

The study findings indicate that the level of self-directed learning readiness and time management skills among the nursing students were considered acceptable. Academic probation history, grade point average, and place of residence emerged as significant predictors of self-directed learning readiness. These results highlight the importance of considering students' academic background and living conditions to effectively enhance their level of self-directed learning readiness. Further research is recommended to explore additional factors that may influence self-directed learning readiness among nursing students.

An examination of the career decision-making self-efficacy of final-year nursing students

BACKGROUND

One in four newly graduated registered nurses leave their employment positions within the first year. To reduce this attrition, nursing stakeholders could focus on the final year of nursing education because students at this stage make professional career plans, including their practice destination for the graduate year and their commitment to the profession. Previous studies provide evidence of nursing students' career preferences and specialty choices. However, there is a dearth of data that focuses on the students' career decision-making process.

AIM

This study examined the self-efficacy or confidence of final-year nursing students in making career decisions and the factors that influence their career decision-making process.

SETTING AND PARTICIPANTS

Final year pre-registration nursing students (N = 222) at two public universities in Western Australia.

METHODS

An online survey was used to collect cross-sectional data. The Career Decision Self-Efficacy Scale - Short Form was used to investigate nursing students' confidence in making career decisions. Career decision-making self-efficacy refers to the confidence to successfully complete career decision-making tasks. Descriptive statistics were used to describe the participants' characteristics. The chi-square test was used to assess the significance of the difference between categorical data, and binary logistic regression was used to determine the odds of the factors that predict career decision self-efficacy.

RESULTS

Forty-seven percent of participants who answered all Career Decision Self-Efficacy Scale - Short Form questions had good confidence in making career decisions. Factors such as the setting of the final clinical placement, the intention to be employed in the specialisation or organisation of their final placement and the students' assessment of their clinical experience were associated with career decision-making confidence.

CONCLUSIONS

Most participants had low confidence in making career decisions. This study provides ideas for nursing stakeholders to implement measures to improve students' confidence to make informed career decisions.

The mediating role of psychological capital on the relationship between perceived stress and self-directed learning ability in nursing students

BACKGROUND

As indispensable reserves for the nursing workforce, undergraduate nursing students must possess self-directed learning abilities to consistently update their professional knowledge and adapt to the evolving demands of professional development. The acquisition of self-directed learning abilities can help undergraduate nursing students augment their theoretical knowledge and refine their clinical practice skills, thus fulfilling the demand from patients for high-quality nursing services. Hence, comprehending and investigating the factors that influence the development of self-directed learning abilities in nursing students is of paramount importance for nursing education and advancement of the nursing profession.

OBJECTIVES

This study investigated the status of and associations between perceived stress, psychological capital, and self-directed learning abilities among undergraduate nursing students. Additionally, it examines the mediating role of psychological capital in the relationship between perceived stress and self-directed learning abilities. Thus, aiming to provide nursing educators with new directions for enhancing self-directed learning abilities.

DESIGN

A cross-sectional descriptive study.

METHODS

In February and March 2023, 900 undergraduate nursing students from 10 nursing schools completed an online questionnaire. The questionnaire included measures of perceived stress, psychological capital, and self-directed learning ability. Data were analyzed using SPSS 27.0 and the PROCESS macro tool.

RESULTS

The scores for perceived stress, psychological capital, and self-directed learning ability among undergraduate nursing students were 40.07 ± 5.90, 99.89 ± 16.59, and 87.12 ± 9.20, respectively. Self-directed learning abilities were negatively correlated with perceived stress (r = -0.415, p < 0.001) and positively correlated with psychological capital (r = 0.465, p < 0.001). Perceived stress was negatively correlated with psychological capital (r = -0.630, p < 0.001). Psychological capital partially mediated the relationship between perceived stress and self-directed learning abilities among undergraduate nursing students, with a mediation effect of -0.166, accounting for 49.55% of the total effect.

CONCLUSION

This study found that undergraduate nursing students perceived high levels of stress, possessed low levels of psychological capital, and had moderate levels of self-directed learning. Perceived stress and psychological capital directly influenced undergraduate nursing students' self-directed learning abilities, and perceived stress indirectly affected self-directed learning abilities through psychological capital. Nursing managers and educators should alleviate the perceived stress of undergraduate nursing students and cultivate their positive psychological capital to enhance self-directed learning abilities.

The mediating effect of self-directed learning ability between professional identity and burnout among nursing students

Objectives

Burnout influences students' academic performance and mental health. This study analyzed the relationship between professional identity, self-directed learning ability, and burnout, and examined the mediating effect of self-directed learning ability between professional identity and burnout among nursing students.

Methods

884 nursing students were recruited at two medical universities in China. Demographic information, Academic Burnout Scale, Professional Identity Questionnaire for Nursing Students, and Self-directed Learning Instrument were distributed to collect data.

Results

Both professional identity (β = -0.17) and self-directed learning ability (β = -0.43) showed negative associations with students' burnout. Meanwhile, there was a partial mediating effect of self-directed learning ability between professional identity and burnout (-0.24, 95% CI = -0.30, -0.20).

Conclusions

Nursing educators should emphasize on developing effective strategies to improve nursing students' professional identity and self-directed learning ability to prevent or reduce their burnout.

Relationship between optimism, emotional intelligence, and academic resilience of nursing students: the mediating effect of self-directed learning competency

Background

The evolution toward future education following the 4th industrial revolution and the coronavirus disease 2019 (COVID-19) pandemic have changed nursing education dramatically. Online classes have become a new paradigm of education, and are expected to develop and be maintained in various forms even after the end of COVID-19. Therefore, attention is focused on finding ways to improve learners' achievements in a distance learning environment. This study aimed to examine the mediating effects of self-directed learning competency on the relationships between optimism, emotional intelligence and academic resilience among nursing students.

Methods

A cross-sectional descriptive design was conducted using convenience sampling of 195 nursing students in South Korea. Data were analyzed with descriptive statistics, Pearson's correlation coefficients, multiple regression, and mediation analysis using SPSS/WIN 26.0 program.

Results

There were significant positive correlations among self-directed learning competency, optimism, emotional intelligence and academic resilience. The self-directed learning competency acts as a mediator in explaining relationship between optimism, emotional intelligence and academic resilience, respectively.

Conclusion

This study provides the evidence for the role of self-directed learning competency in the relationship between optimism, emotional intelligence and academic resilience in nursing students. Rapid changes in education are inevitable due to changes in clinical settings and the impact of repeated infectious disease outbreaks including the COVID-19 pandemic. This study suggests strengthening positive psychology and self-directed learning capability of nursing students as a strategy to prepare for changes in education and clinical areas.

Psychological distress and academic self-efficacy of nursing undergraduates under the normalization of COVID-19: multiple mediating roles of social support and mindfulness

BACKGROUND

Nursing undergraduates' academic self-efficacy is a significant factor in determining their learning motivation, cognition, and emotions. It has a significant impact on improving academic performance and achieving learning goals.

METHODS

To explore the mechanism of psychological distress affecting the academic self-efficacy of nursing undergraduates, the generalized anxiety disorder scale-7, patient health questionnaire-9, academic self-efficacy scale, perceived social support scale and mindful attention awareness scale were conducted.

RESULTS

Model fitness indexes of the structural equation model is good (CMIN/DF = 1.404, RMSEA = 0.042, GFI = 0.977, IFI = 0.977, TLI = 0.954, CFI = 0.975, NFI = 0.923). Structural equation model analysis showed that social support and mindfulness were the mediating variables of psychological distress on academic self-efficacy. Mediating variables accounted for 44% of the total effect value (- 0.3) with a value of - 0.132. Three paths were verified: psychological distress indirectly affected academic self-efficacy through social support (- 0.064); psychological distress indirectly affected academic self-efficacy through mindfulness (- 0.053); psychological distress indirectly affected academic self-efficacy through social support and mindfulness (- 0.015).

CONCLUSIONS

Social support and mindfulness play significant mediating roles in the effect of psychological distress on academic self-efficacy, and the chain mediating role of social support and mindfulness is also significant. Educators may mitigate the impact of psychological distress on academic self-efficacy by enhancing students' social support and mindfulness.