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Yang D, Zheng W, Li N, Wang X, Chen W, Liu Z, Fang J, Wen H, Feng X, Heng C, Zhang Q, Wang M, Yan Y. The mediating role of psychological capital on the relationship between perceived stress and self-directed learning ability in nursing students. BMC Nurs 2024; 23:404. [PMID: 38886795 PMCID: PMC11181674 DOI: 10.1186/s12912-024-02094-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/29/2024] [Accepted: 06/13/2024] [Indexed: 06/20/2024] Open
Abstract
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.
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Affiliation(s)
- Dan Yang
- Shaanxi Provincial People's Hospital, Xi'an, 710032, China
| | - Wenkai Zheng
- School of Basic Medicine, Inner Mongolia Medical University, Hohhot, 010110, China
| | - Na Li
- Peking University HuiLongGuan Clinical Medical School, Beijing, 100096, China
| | - Xiuhuan Wang
- Peking University HuiLongGuan Clinical Medical School, Beijing, 100096, China
| | - Wenjin Chen
- Peking University HuiLongGuan Clinical Medical School, Beijing, 100096, China
| | - Zhaofan Liu
- Peking University HuiLongGuan Clinical Medical School, Beijing, 100096, China
| | - Jiao Fang
- School of Basic Medicine, Inner Mongolia Medical University, Hohhot, 010110, China
| | - Haitao Wen
- School of Basic Medicine, Inner Mongolia Medical University, Hohhot, 010110, China
| | - Xiujuan Feng
- College of Nursing and Rehabilitation, Xi'an Jiaotong University City College, Xi'an, 710018, China
| | - Chunni Heng
- Tangdu Hospital, Fourth Military Medical University, Xian, 710038, China
| | - Qingqing Zhang
- Shaanxi Provincial People's Hospital, Xi'an, 710032, China.
| | - Meifang Wang
- College of Nursing and Rehabilitation, Xi'an Jiaotong University City College, Xi'an, 710018, China.
| | - Yan Yan
- Shaanxi Provincial People's Hospital, Xi'an, 710032, China.
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Chikeme PC, Ogbonnaya NP, Ihudiebube-Splendor C, Abonyi EO, Madu O, Okoronkwo I. Self-directed learning readiness and learning achievements of a flipped classroom model approach in research methods class: A quasi-experimental study. Nurse Educ Pract 2024; 77:103968. [PMID: 38640708 DOI: 10.1016/j.nepr.2024.103968] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2023] [Revised: 02/29/2024] [Accepted: 04/04/2024] [Indexed: 04/21/2024]
Abstract
AIM This study sought to assess how the flipped classroom model of instruction affected self-directed learning readiness and learning outcomes among Nigerian nursing students enrolled in a research method class. BACKGROUND Although the effectiveness of the flipped classroom model of instruction has been thoroughly and scientifically investigated in several fields, its potential to promote self-directed learning readiness and learning outcomes in a research method class has not yet been investigated. DESIGN A quasi-experimental design was employed. To achieve the study's objectives, two experiments were conducted: a pre-test and a post-test. METHODS Participants were 64 400-level nursing undergraduates purposively recruited from two government-owned universities in Southeast Nigeria. The experimental group received a flipped classroom model of teaching methods, while the control group received traditional teaching methods (TTM) from April - July 2021. A validated self-directed learning readiness scale and multiple-choice questions derived from a research method course were used to gather data. A structured questionnaire was used to collect demographic data. Descriptive statistics of frequencies, percentages, means and standard deviations were applied to the collected data. A one-factor independent measure analysis of covariance (ANCOVA) and an independent sample t-test was employed to compare the pre-and post-test results of FCM and TTM students. RESULTS Pre-test results from self-directed learning readiness showed overall scores of 3.99 ± 0.39 and 3.95 ± 0.35 for the traditional teaching method and flipped classroom model, respectively, while post-test results showed overall scores of 3.84 ± 077 for the traditional teaching method and 4.01 ± 0.81 for flipped classroom model. The difference in mean scores between the pre-and post-tests was statistically significant (p=0.030). Pre- (p=.001) and post- (p =.025) learning outcomes for the flipped classroom model were significantly higher than those for the traditional teaching method. CONCLUSION The flipped classroom model of instruction had a positive impact on nursing students' readiness for self-directed learning and learning outcomes in the research course. Since the method demonstrated statistically significant benefits in both the development of self-learning abilities and learning achievements, the need to improve learning experiences through the flipped learning method should be promoted.
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Affiliation(s)
- Paulina Chigwara Chikeme
- Department of Nursing Sciences, Faculty of Health Sciences and Technology, University of Nigeria, Enugu Campus, Nigeria
| | - Ngozi Phoebe Ogbonnaya
- Department of Nursing Sciences, Faculty of Health Sciences and Technology, University of Nigeria, Enugu Campus, Nigeria
| | - Chikaodili Ihudiebube-Splendor
- Department of Nursing Sciences, Faculty of Health Sciences and Technology, University of Nigeria, Enugu Campus, Nigeria.
| | - Everistus Obinna Abonyi
- Department of Medical Radiography and Radiological Sciences, Faculty of Health Sciences and Technology, University of Nigeria, Enugu Campus, Nigeria
| | - Obiageli Madu
- Department of Nursing Sciences, Faculty of Health Sciences and Technology, University of Nigeria, Enugu Campus, Nigeria
| | - Ijeoma Okoronkwo
- Department of Nursing Sciences, Faculty of Health Sciences and Technology, University of Nigeria, Enugu Campus, Nigeria
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Lee A, Kim S, Noh W. Learning Environments in Undergraduate Nursing Education During COVID-19: A Scoping Review. Nurse Educ 2024; 49:E136-E141. [PMID: 38235784 DOI: 10.1097/nne.0000000000001601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2024]
Abstract
BACKGROUND The COVID-19 pandemic radically changed nursing education. PURPOSE To map the existing literature on learning environments (LEs) in undergraduate nursing education during COVID-19 and identify the LE elements based on the 4 domains of Gruppen's conceptual framework: personal, social, organizational, and physical and virtual spaces. METHOD Eligible articles were reviewed using the Joanna Briggs framework. RESULTS The search retrieved 5003 articles, of which 80 met the inclusion criteria. Most studies were cross-sectional and conducted in the United States. Of the studies included, 68 studies focused on the personal component of students, 67 investigated physical and virtual space components, 19 examined the social domain, and 15 examined organizational aspects. CONCLUSIONS The COVID-19 pandemic significantly influenced the LE of nursing students. Based on the current review of LE in nursing education, nurse educators and researchers can develop interventions to maintain the quality and accessibility of nursing education in future crises.
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Affiliation(s)
- Anna Lee
- Author Affiliations: Assistant Professor (Dr Lee), Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Yonsei Evidence Based Nursing Centre of Korea, a JBI Affiliated Group, Seoul, Republic of Korea; Postdoctoral Research Associate (Dr Kim), School of Nursing, University of North Carolina at Chapel Hill, Chapel Hill; and Associate Professor (Dr Noh), College of Nursing, Gachon University, Incheon, Republic of Korea
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Wang Y, Yang Y, Wang X, Tan H, Sun J, Yan X, Liu Y, Ding R, Guo Y, Wang L. Status and influencing factors of undergraduate midwifery students' core competencies: A cross sectional study. NURSE EDUCATION TODAY 2024; 133:106042. [PMID: 37984053 DOI: 10.1016/j.nedt.2023.106042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2023] [Revised: 10/27/2023] [Accepted: 11/09/2023] [Indexed: 11/22/2023]
Abstract
INTRODUCTION Midwifery undergraduate students' core competencies directly affect the quality of midwifery services and overall quality of midwifery teams. However, limited research has explored the core competencies of undergraduate midwifery students in China. OBJECTIVES This study aimed to describe the level of core competencies among undergraduate midwifery students in China and investigated possible associated factors. DESIGN This was a cross-sectional descriptive study. SETTINGS AND PARTICIPANTS The study population comprised third- and fourth-year undergraduate midwifery students at Zunyi Medical University in Guizhou Province in southwest China (n = 207, response rate 94.1 %). METHODS Data were collected using an online survey that included a general information questionnaire, a general self-efficacy scale, and a core competencies self-assessment questionnaire for midwifery undergraduates. Data were statistically analyzed using SPSS 18.0. Pearson's correlation analysis was used to explore the relationship between self-efficacy and the core competencies. Stepwise multiple linear regression was used to explore influencing factors. RESULTS The total score for the core competencies among midwifery undergraduates was 118.46 (8.97). The highest mean score was for professional attitude, 4.21 (0.43), and the lowest was for professional skills, 3.70 (0.30). We found a positive association between self-efficacy and core competencies (r = 0.251, P < 0.01). Grade (β = 0.261, P < 0.01), scholarship (β = -0.231, P < 0.01), work intention (β = -0.135, P < 0.05), and self-efficacy (β = 0.207, P < 0.01) significantly influenced undergraduate midwifery students' core competencies (R2 = 0.189, adjusted R2 = 0.173, F = 11.775, P < 0.001). CONCLUSIONS Undergraduate midwifery students showed moderate core competencies, indicating room for improvement. Fourth-grade midwifery students had higher core competencies than third-grade students. Additionally, scholarship, work intention, and self-efficacy were significant influencing factors. Midwifery educators should examine students' core competencies and explore targeted interventions, particularly for those with low self-efficacy and core competencies.
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Affiliation(s)
- Yousha Wang
- Nursing Department, Affiliated Hospital of Zunyi Medical University, Zunyi, China; Nursing College, Zunyi Medical University, Zunyi, China
| | - Yuan Yang
- Department of Reproductive Medicine, Affiliated Hospital of Zunyi Medical University, Zunyi, China
| | - Xueting Wang
- Nursing Department, Affiliated Hospital of Zunyi Medical University, Zunyi, China; Nursing College, Zunyi Medical University, Zunyi, China
| | - Huiwen Tan
- Nursing Department, Affiliated Hospital of Zunyi Medical University, Zunyi, China; Nursing College, Zunyi Medical University, Zunyi, China
| | - Jing Sun
- Nursing College, Zunyi Medical University, Zunyi, China
| | - Xin Yan
- Nursing Department, Affiliated Hospital of Zunyi Medical University, Zunyi, China; Nursing College, Zunyi Medical University, Zunyi, China
| | - Ying Liu
- Nursing Department, Affiliated Hospital of Zunyi Medical University, Zunyi, China; Nursing College, Zunyi Medical University, Zunyi, China
| | - Rui Ding
- Nursing Department, Affiliated Hospital of Zunyi Medical University, Zunyi, China; Nursing College, Zunyi Medical University, Zunyi, China
| | - Yunmei Guo
- Nursing Department, Affiliated Hospital of Zunyi Medical University, Zunyi, China; Nursing College, Zunyi Medical University, Zunyi, China
| | - Lianhong Wang
- Nursing Department, Affiliated Hospital of Zunyi Medical University, Zunyi, China; Nursing College, Zunyi Medical University, Zunyi, China.
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Asadi M, Noorian S, Motefakker S, Heydari F, Shahsavari N, Senmar M. The state of clinical education and factors affecting effective clinical education: the point of view of nursing and midwifery students. BMC MEDICAL EDUCATION 2023; 23:967. [PMID: 38102611 PMCID: PMC10724967 DOI: 10.1186/s12909-023-04957-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Accepted: 12/08/2023] [Indexed: 12/17/2023]
Abstract
BACKGROUND Clinical education is the basis of education in medical sciences. Clinical education, as the essence of education in nursing and midwifery, promotes social health, improves health care, and reduces mortality. Considering the position of nursing and midwifery, investigating the views of students in this field can be an effective step in improving clinical education. Therefore, the present study was conducted to investigate the status of clinical education and the factors affecting effective clinical education from the point of view of nursing and midwifery students. METHODS A descriptive-analytical study was conducted among nursing and midwifery students at Qazvin University of Medical Sciences in 2022-2023. Using available sampling, 242 students were included in the study. Students were included in the study if they completed at least one unit of in-person internship. Refusing to continue the study for any reason and having a practical nurse certificate were the criteria for exclusion from the study. The data collection tools included a demographic information questionnaire, a questionnaire to assess the status of clinical education, and a questionnaire on factors affecting effective clinical education. The data were analysed with descriptive and inferential statistics and SPSS 20 software. RESULTS The mean age of the participants in this study was 21.66 ± 2.25. A total of 180 (74.4%) of the participants were women, and the rest were men. The results showed that the general condition of clinical education is at an average level (103.16 ± 19.21). It was also found that the clinical education status of midwifery students was better than that of nursing students, and this difference was significant (p = 0.003). Among the fields of clinical education, the highest score belonging to the field of objectives and planning was reported on the average level (34.39 ± 6.66). Among the factors affecting effective clinical education, the highest score was given to the field of personal characteristics of the student (33.97 ± 5.99). The results showed that there is a significant relationship between the grades of the general state of clinical education with the academic semester (p = 0.001) and interest in the field of study (p < 0.040). CONCLUSIONS Based on the findings of the present study, clinical education is at an average level. Among the factors affecting effective clinical training, the field of personal characteristics of the student is more effective in clinical training. Providing educational facilities according to the number of students, using modern teaching methods, and determining and communicating the duties of professors and students can help to improve clinical education.
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Affiliation(s)
- Mohammadreza Asadi
- Social Determinants of Health Research Center, Research Institute for Prevention of Non-Communicable Diseases, Qazvin University of Medical Sciences, Qazvin, Iran
| | - Sajad Noorian
- Department of Statistics, Faculty of Science, University of Qom, Qom, Iran
| | - Sanaz Motefakker
- Social Determinants of Health Research Center, Research Institute for Prevention of Non-Communicable Diseases, Qazvin University of Medical Sciences, Qazvin, Iran
| | - Fatemeh Heydari
- Social Determinants of Health Research Center, Research Institute for Prevention of Non-Communicable Diseases, Qazvin University of Medical Sciences, Qazvin, Iran
| | - Neda Shahsavari
- Social Determinants of Health Research Center, Research Institute for Prevention of Non-Communicable Diseases, Qazvin University of Medical Sciences, Qazvin, Iran
| | - Mojtaba Senmar
- Social Determinants of Health Research Center, Research Institute for Prevention of Non-Communicable Diseases, Qazvin University of Medical Sciences, Qazvin, Iran.
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