1
|
Luo Z, Wang X, You B, Jia Y, Li H, Li Y, Chen H, Zhou Y, Yuan Q, Tang J. Predictive factors of stress response of nursing student repeaters under the background of abolishing the final supplementary examination in China. BMC MEDICAL EDUCATION 2024; 24:920. [PMID: 39183291 PMCID: PMC11346201 DOI: 10.1186/s12909-024-05909-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2023] [Accepted: 08/14/2024] [Indexed: 08/27/2024]
Abstract
BACKGROUND Academic pressure and frustration stimulation are significant stressors in college students, and response to the prolonged stimuli would cause adverse mental and physical outcomes. However, more is needed to know about the stress response and its predictors among undergraduate nursing students retaking failed course under the background of the abolition of the Final Supplementary Examination in China. This study aimed to investigate the stress response and its predictive factors of nursing student repeaters who are retaking at least one failed course. METHODS A cross-sectional study was conducted, utilizing convenience sampling to recruit 120 nursing student repeaters from four 4-year undergraduate medical universities in China between September 2020 and May 2021. Data collection instruments included a general information questionnaire, a stress response questionnaire, the Connor-Davidson resilience scale, a self-control scale, and a academic self-efficacy questionnaire. The data were analyzed using descriptive statistics, Pearson correlation coefficients, t-tests, analysis of variance (ANOVA), and multiple linear regression. RESULTS The average scores of the total stress response, emotional response, physical response, and behavioral response were 58.07 ± 26.72, 86.97 ± 17.12, 57.69 ± 9.75, 67.16 ± 9.22, respectively. Stress response was predicted by psychological resilience, self-control ability, academic self-efficacy and the number of retaking courses. CONCLUSIONS The stress response among nursing student repeaters is relatively active. Higher psychological resilience, self-control ability, and academic self-efficacy predict lower levels of stress response. In order to help nursing students with failing and repeating course release their psychological stress and maintain well-being, nursing educators could adopt self-control promotion strategies and emphasize the cultivation of psychological resilience and academic self-efficacy as parts of health promotion programs for this particular student group.
Collapse
Affiliation(s)
- Zhongchen Luo
- School of Nursing, Guizhou Medical University, Guiyang, 550004, China
- School of Nursing, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing, 100144, China
| | - Xiuhong Wang
- School of Nursing, Guizhou Medical University, Guiyang, 550004, China
| | - Beibei You
- School of Nursing, Guizhou Medical University, Guiyang, 550004, China
| | - Yuling Jia
- School of Nursing, Guizhou Medical University, Guiyang, 550004, China
- School of Nursing, Chinese Academy of Medical Sciences & Peking Union Medical College, Beijing, 100144, China
| | - Hong Li
- School of Nursing, Guizhou Medical University, Guiyang, 550004, China
| | - Yuna Li
- School of Nursing, Guizhou Medical University, Guiyang, 550004, China
| | - Haizhen Chen
- Department of Gynecologic Oncology, Guiyang Maternal and Child Health care Hospital, Guiyang, 550003, China
| | - Yu Zhou
- School of Nursing, Guizhou Medical University, Guiyang, 550004, China
| | - Qian Yuan
- School of Nursing, Guizhou Medical University, Guiyang, 550004, China
| | - Jiao Tang
- School of Nursing, Chongqing Medical University, Chongqing, 400016, China.
| |
Collapse
|
2
|
Peng Y, Tan L, Zhang K, Zhu N, Dong H, Gao H. The mediating role of nutritional care literacy on the relationship between self-directed learning ability and nursing competence. BMC Nurs 2024; 23:513. [PMID: 39075450 PMCID: PMC11287925 DOI: 10.1186/s12912-024-02185-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2024] [Accepted: 07/16/2024] [Indexed: 07/31/2024] Open
Abstract
BACKGROUND Nurses' nursing competence and nutritional care literacy directly affect patients' health and safety. Self-directed learning ability was pervasive throughout the entire work process of nursing work and was the basis for improving both. However, there are few studies has explored the mechanism from the perspective of nutritional care literacy. The purpose of this study was to analyze the relationship between self-directed learning ability and nursing competence, and to explore the mediating role of nutritional care literacy between self-directed learning and nursing competence among clinical nurses in China. METHODS A cross-sectional survey was conducted among 805 clinical nurses recruited from seven general hospitals in Hunan Province, China, between January 25 and March 6, 2022. The self-directed learning ability, nutritional care literacy and nursing competence of nurses were evaluated through investigation. A total of 799 questionnaires were received, resulting in an response rate of 99.25%.We performed an intermediary modeling to examine the mediating roles of nutritional care literacy on the relationship between self-directed learning ability and nursing competence in clinical nurses. RESULTS Self-directed learning ability was positively correlated with nutritional care literacy (r=0.792, P<0.001) and nursing competence (r=0.696, P<0.001). Nutritional care literacy was positively correlated with nursing competence (r=0.658, P<0.001). Nutritional care literacy mediated the relationship between self-directed learning ability and nursing competence. The mediating effect accounted for 32.48% of the total effect and 48.10% of the direct effect . CONCLUSIONS This study confirmed the positive correlation between self-directed learning ability, nutritional care literacy, and nursing competence. Nutritional care literacy played a mediating role in the relationship between self-directed learning ability and nursing competence. The findings not only provide a novel strategy for cultivating nursing professionals and improving nurse disease care abilities, but also offer a new perspective for nursing educators and managers.
Collapse
Affiliation(s)
- Yanhong Peng
- Department of Nursing, The Second Affiliated Hospital, Hengyang Medical School, University of South China, Hengyang, China
| | - Lingling Tan
- Department of Nursing, The Second Affiliated Hospital, Hengyang Medical School, University of South China, Hengyang, China
| | - Ke Zhang
- School of Nursing, University of South China, Hengyang, China
| | - Na Zhu
- Department of Nursing, The Second Affiliated Hospital, Hengyang Medical School, University of South China, Hengyang, China
| | - Hongjian Dong
- Department of Nursing, The Second Affiliated Hospital, Hengyang Medical School, University of South China, Hengyang, China.
| | - Hong Gao
- Department of Nursing, The Second Affiliated Hospital, Hengyang Medical School, University of South China, Hengyang, China.
| |
Collapse
|
3
|
Pan W, Yi L, Hu T, Chen Y, Huang J, Huang Y, Hu R, Zhang J, Wu J. Status of Professional Identity, Self-Directed Learning Competence, and Self-Efficacy Among Central Sterile Supply Department Nurses. Med Sci Monit 2024; 30:e944044. [PMID: 39066472 PMCID: PMC11297480 DOI: 10.12659/msm.944044] [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: 02/04/2024] [Accepted: 05/09/2024] [Indexed: 07/28/2024] Open
Abstract
BACKGROUND Previous studies on professional identity, self-directed learning competence, and self-efficacy among central sterile supply department (CSSD) nurses are rare. We investigated the status of these 3 characteristics among CSSD nurses and offered suggestions, to provide a reference for CSSD talent development. MATERIAL AND METHODS CSSD nurses working in 45 hospitals in southwest China were invited to participate in a questionnaire survey in August 2021. The survey comprised a general information questionnaire, a self-directed learning competence rating scale, a professional identity scale, and a general self-efficacy scale. RESULTS The CSSD nurses' scores for professional identity, self-directed learning competence, and self-efficacy were 109.92±17.161, 125.77±21.316, and 26.92±6.633, respectively. For professional identity, statistically significant differences were identified (P≤0.05) for 3 factors: monthly income, reason for studying nursing, and reason for working in the CSSD. For self-directed learning competence, statistically significant differences (P≤0.05) were identified for 5 factors: age, hospital grade, type of employee, monthly income, and reason for working in the CSSD. For self-efficacy, statistically significant differences were identified (P≤0.05) for 3 factors: age, reason for studying nursing and working in the CSSD, and whether the CSSD nurses wished their children to become nurses. CONCLUSIONS The professional identity, self-directed learning competence, and self-efficacy of the CSSD nurses in this study were at the medium level. More attention should be paid to career planning of young nurses and improvement of their professional identity and self-directed learning competence.
Collapse
Affiliation(s)
- Wei Pan
- Department of Sterile Processing Nursing, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, PR China
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, Sichuan, PR China
| | - Liangying Yi
- Department of Sterile Processing Nursing, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, PR China
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, Sichuan, PR China
| | - Ting Hu
- Department of Sterile Processing Nursing, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, PR China
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, Sichuan, PR China
| | - Yanhua Chen
- Department of Sterile Processing Nursing, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, PR China
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, Sichuan, PR China
| | - Juanli Huang
- Department of Sterile Processing Nursing, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, PR China
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, Sichuan, PR China
| | - Yongdeng Huang
- Department of Sterile Processing Nursing, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, PR China
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, Sichuan, PR China
| | - Ruixue Hu
- Department of Sterile Processing Nursing, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, PR China
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, Sichuan, PR China
| | - Jinhui Zhang
- Department of Sterile Processing Nursing, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, PR China
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, Sichuan, PR China
| | - Jin Wu
- Department of Sterile Processing Nursing, West China Second University Hospital, Sichuan University, Chengdu, Sichuan, PR China
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, Sichuan, PR China
| |
Collapse
|
4
|
Duan A, Jiang F, Li L, Li Q, Chen W. Design and practice of blended teaching of internal medicine nursing based on O-AMAS effective teaching model. BMC MEDICAL EDUCATION 2024; 24:580. [PMID: 38807140 PMCID: PMC11131218 DOI: 10.1186/s12909-024-05588-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2023] [Accepted: 05/22/2024] [Indexed: 05/30/2024]
Abstract
BACKGROUND Self-directed learning (SDL) ability is the basis for cultivating nursing students' ability to find and solve problems, lifelong learning, and providing high-quality nursing talents for healthcare. The O-AMAS (Objective, Activation, Multi-learning, Assessment, Summary) model adheres to the teaching philosophy of student-centered, result-oriented, combines the advantages of online and offline teaching, enriching teaching resources and learning channels, diversifying teaching and evaluation methods, and emphasizing integrating and applying knowledge conducive to improving students' SDL ability and achieving teaching objectives. This study explored the course design, practical, and application effects under the O-AMAS effective teaching model in internal medicine nursing to provide a basis and reference for combining effective teaching models with blended teaching in future nursing courses. METHODS This study is a self-controlled before-after trial. The participants were 76 nursing undergraduates from Hunan Normal University. This study utilizes the O-AMAS effective teaching model to design internal medicine nursing courses and implement blended online and offline teaching. Main links: The overall course design and application are student-centered, after clarifying macro and micro multi-dimensional learning objectives, with online and offline blended teaching environments activated students' learning behavior and diversified teachers' teaching activities, then based on instant and dynamic provide effective feedback; finally, students take the initiate to make a brief and potent summary under the teacher guidance. After the course, a unified assessment of the learning effect of nursing students was conducted, including the evaluation of the SDL ability of nursing students, a final comprehensive evaluation grade, and a teaching satisfaction survey. RESULTS The nursing students' SDL ability scores are higher than before teaching, and the results were statistically significant (P < 0.05). The final average comprehensive evaluation grade of nursing students was 78.38 ± 7.12. More than 96% of the students are satisfied with this course. CONCLUSION Applying for internal medicine nursing blended teaching integrated with the O-AMAS effective teaching model is conducive to improving nursing students' SDL ability, academic grades, and teaching satisfaction.
Collapse
Affiliation(s)
- Anyan Duan
- School of Medicine, Hunan Normal University, Changsha, Hunan, China
- The Key Laboratory of Model Animals and Stem Cell Biology in Hunan Province, Hunan Normal University School of Medicine, Changsha, China
| | - Fen Jiang
- School of Medicine, Hunan Normal University, Changsha, Hunan, China
| | - Ling Li
- Nursing Department, The Third Xiangya Hospital, Central South University, Changsha, Hunan, China
| | - Qun Li
- School of Medicine, Hunan Normal University, Changsha, Hunan, China
- The Key Laboratory of Model Animals and Stem Cell Biology in Hunan Province, Hunan Normal University School of Medicine, Changsha, China
| | - Wei Chen
- School of Medicine, Hunan Normal University, Changsha, Hunan, China.
- The Key Laboratory of Model Animals and Stem Cell Biology in Hunan Province, Hunan Normal University School of Medicine, Changsha, China.
| |
Collapse
|
5
|
Vasli P, Asadiparvar-Masouleh H. Self-directed learning and clinical competence: The mediating role of the clinical learning environment. J Taibah Univ Med Sci 2024; 19:221-232. [PMID: 38179258 PMCID: PMC10762457 DOI: 10.1016/j.jtumed.2023.11.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Revised: 10/04/2023] [Accepted: 11/08/2023] [Indexed: 01/06/2024] Open
Abstract
Introduction Recognizing the factors affecting clinical competence among internship nursing students is crucial. This study was aimed at determining the effects of self-directed learning on internship nursing students' clinical competence under the mediating role of the clinical learning environment. Methods This cross-sectional research was performed on 300 internship nursing students selected by convenience sampling with a structural equation modeling (SEM) approach. Data were collected in one stage with three tools: the Self-Directed Learning Readiness Scale for Nursing Education, Education Environment Measure, and Clinical Competence Questionnaire. Data analysis was performed in SPSS version 21 and Smart-PLS version 3 with partial least squares-SEM. Measurement and structural model data were assessed with a significance threshold of p < 0.05. Results A total of 20.5 % of the variance in clinical competence was explained by self-directed and clinical learning environments. Self-directed learning had a significant positive effect on clinical competence (path coefficient = 0.14, 95 % CI: 0.02, 0.26; p = 0.027), and on the clinical learning environment (path coefficient = 0.41, 95 % CI: 0.31, 0.52; p < 0.001). A relationship was observed between the clinical learning environment and clinical competence (path coefficient = 0.38, 95 % CI: 0.25, 0.50; p < 0.001). The indirect effect of self-directed learning on clinical competence was positive and significant (path coefficient = 0.11, 95 % CI: 0.07, 0.17; p < 0.001). Self-directed learning had a significant total effect on clinical competence (path coefficient = 0.30, 95 % CI: 0.19, 0.40; p < 0.001). Conclusions According to the results, we recommend that nursing education managers and instructors consider plans to enhance self-directed learning among nursing students and improve the clinical learning environment.
Collapse
Affiliation(s)
- Parvaneh Vasli
- Department of Community Health Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | | |
Collapse
|
6
|
An R, Wang J, Li S, Li N, Yin Y, Wang X. Relationship between readiness for interprofessional learning and academic self-efficacy among nursing students: a cross-sectional study. BMC MEDICAL EDUCATION 2024; 24:62. [PMID: 38225611 PMCID: PMC10790394 DOI: 10.1186/s12909-023-04953-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2023] [Accepted: 12/07/2023] [Indexed: 01/17/2024]
Abstract
BACKGROUND Modern medicine emphasizes that medical professionals engage in interprofessional collaboration to better meet the diverse needs of patients from physical, psychological, and social perspectives. As nursing students are the future reserve of the clinical nursing workforce, nursing educators worldwide should pay close attention to nursing students' interprofessional learning attitudes and take responsibility for training qualified interprofessional nursing personnel. However, little is known about the relationship between nursing students' readiness for interprofessional learning and academic self-efficacy. Thus, this study aims to investigate the level of readiness for interprofessional learning and academic self-efficacy among nursing students, and to explore the relationship between the two. METHODS A cross-sectional survey was conducted with a sample of 741 undergraduate nursing students pursuing four-year degrees from a school in Jinan, Shandong Province, China from November to December 2021. The social-demographic questionnaire, Readiness for Interprofessional Learning Scale, and Academic Self-efficacy Scale were used for data collection. Descriptive statistics used to analyze the data included: Cronbach's alpha, t-test, one-way ANOVA, Pearson's correlation, and multiple linear regression analysis. RESULTS Readiness for interprofessional learning mean score was (3.91 ± 0.44) and mean academic self-efficacy was (3.47 ± 0.42). Significant differences were found in the research variables according to participants' sex, grade, choice of nursing profession, and frequency of communication with health-related major students in studies (p < 0.05, p < 0.001). Pearson correlation analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (r = 0.316, p < 0.01). The hierarchical regression analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (β = 0.307, p < 0.001), The model explained 15.6% of the variance in readiness for interprofessional learning (F = 18.038, p < 0.001). CONCLUSIONS Readiness for interprofessional learning and academic self-efficacy were in the middle level among nursing students. Moreover, there was a significant positive correlation between the two. Therefore, it is very important for nursing educators to improve nursing students' academic self-efficacy before improving their readiness for interprofessional learning.
Collapse
Affiliation(s)
- Ran An
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
| | - Jinfang Wang
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
| | - Shaojie Li
- School of Public Health, Peking University Health Science Center, Xueyuan Road, Beijing, Haidian District, China
| | - Na Li
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
| | - Yongtian Yin
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China.
- Department of Education, Shandong Normal University, Wendong Street, Jinan, Lixia District, China.
| | - Xinyuan Wang
- School of Nursing, Shandong University of Traditional Chinese Medicine, Wendong Street, Jinan, Lixia District, China
| |
Collapse
|
7
|
Ersoy E, Ayaz-Alkaya S. Academic self-efficacy, personal responsibility, and readiness for professional practice in nursing students: A descriptive and correlational design. NURSE EDUCATION TODAY 2024; 132:106007. [PMID: 37922765 DOI: 10.1016/j.nedt.2023.106007] [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: 06/29/2023] [Revised: 09/12/2023] [Accepted: 10/26/2023] [Indexed: 11/07/2023]
Abstract
BACKGROUND The academic self-efficacy, personal responsibility, and readiness for professional practice of nursing students are important factors for academic achievement, quality of nursing care, and the transition process of new graduate nurses into the profession. OBJECTIVE This research was conducted to determine whether sociodemographic variables on their own or in combination with one another have an effect on the academic self-efficacy, personal responsibility, and readiness for professional practice among nursing students. DESIGN A descriptive and correlational design. SETTING The study was conducted in the nursing department of a state university in Ankara, Turkey. PARTICIPANTS The sample consisted of 832 nursing students. METHODS The data were collected via the Casey-Fink Readiness for Practice Survey, the Academic Nurse Self-Efficacy Scale, and the Student Personal Responsibility Scale -10. The data were analyzed using descriptive statistics, Multivariate Analysis of Variance, and the Tukey Honesty Significant Difference test. RESULTS Nursing students who engaged in clinical practice, developed care plans, and participated in case discussions had higher levels of academic self-efficacy, personal responsibility, and readiness for professional practice. Nursing students who were satisfied with studying nursing and desired to work as a nurse after graduation had higher levels of academic self-efficacy, personal responsibility, and readiness for professional practice. First-year students had lower levels of readiness for professional practice, while fourth-year students had significantly higher levels of academic self-efficacy and personal responsibility compared to students in other years. CONCLUSION This study demonstrated that variables such as academic level, gender, practical applications for readiness to practice, satisfaction with studying nursing, and desire to work as a nurse after graduation significantly influenced the levels of academic self-efficacy, personal responsibility, and readiness for professional practice.
Collapse
Affiliation(s)
- Esra Ersoy
- Akdeniz University, Faculty of Nursing, Antalya, Turkey
| | | |
Collapse
|
8
|
Taylor TA, Kemp K, Mi M, Lerchenfeldt S. Self-directed learning assessment practices in undergraduate health professions education: a systematic review. MEDICAL EDUCATION ONLINE 2023; 28:2189553. [PMID: 36919556 PMCID: PMC10026772 DOI: 10.1080/10872981.2023.2189553] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Revised: 03/06/2023] [Accepted: 03/07/2023] [Indexed: 06/18/2023]
Abstract
PURPOSE The goal of this systematic review was to examine self-directed learning (SDL) assessment practices in undergraduate health professions education. METHODS Seven electronic databases were searched (PubMed, Embase, PsycINFO, ERIC, CINAHL, Scopus, and Web of Science) to retrieve English-language articles published between 2015 and July of 2022, investigating assessment of SDL learning outcomes. Extracted data included the sample size, field of study, study design, SDL activity type, SDL assessment method, number of SDL assessments used, study quality, number of SDL components present utilising the framework the authors developed, and SDL activity outcomes. We also assessed relationships between SDL assessment method and number of SDL components, study quality, field of study, and study outcomes. RESULTS Of the 141 studies included, the majority of study participants were medical (51.8%) or nursing (34.8%) students. The most common SDL assessment method used was internally-developed perception surveys (49.6%). When evaluating outcomes for SDL activities, most studies reported a positive or mixed/neutral outcome (58.2% and 34.8%, respectively). There was a statistically significant relationship between both number and type of assessments used, and study quality, with knowledge assessments (median-IQR 11.5) being associated with higher study quality (p < 0.001). Less than half (48.9%) of the studies used more than one assessment method to evaluate the effectiveness of SDL activities. Having more than one assessment (mean 9.49) was associated with higher quality study (p < 0.001). CONCLUSIONS The results of our systematic review suggest that SDL assessment practices within undergraduate health professions education vary greatly, as different aspects of SDL were leveraged and implemented by diverse groups of learners to meet different learning needs and professional accreditation requirements. Evidence-based best practices for the assessment of SDL across undergraduate healthcare professions education should include the use of multiple assessments, with direct and indirect measures, to more accurately assess student performance.
Collapse
Affiliation(s)
- Tracey A.H. Taylor
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Kyeorda Kemp
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Misa Mi
- Medical Library, Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Sarah Lerchenfeldt
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| |
Collapse
|
9
|
Chen F, Gao Y, Wang X. Exploring the role of TESOL and digital technology in attitudinal change and sustainable learning for students of higher education. BMC Psychol 2023; 11:320. [PMID: 37814336 PMCID: PMC10561420 DOI: 10.1186/s40359-023-01372-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Accepted: 10/03/2023] [Indexed: 10/11/2023] Open
Abstract
PURPOSE This study explores the potential of TESOL (Teaching English to Speakers of Other Languages) in encouraging attitudinal change and long-term learning and how digital technology might influence this process. The significance of the study lies in its insights to educators and policymakers to enhance language education quality and promote sustainable learning in higher education. Using a socio-cultural theoretical framework, the study presents a novel perspective on integrating digital technology into language education for improved learning outcomes. Additionally, the findings can facilitate the development of inventive teaching methods incorporating digital technology, resulting in better language education outcomes in higher education. METHODOLOGY The population comprised faculty members of Chinese universities. Data was collected through a standardized questionnaire from 307 respondents and analyzed using Mplus. FINDINGS The findings can be incorporated into language instruction rules to enhance language acquisition and advance intercultural understanding. Based on the study's findings, researchers can conduct additional research on applying digital technology in language instruction and investigate its potential to support long-term learning and attitude development. As they work to create successful techniques for encouraging sustainable learning habits and good attitudes toward language acquisition, TESOL practitioners, educators, policymakers, and researchers will be impacted by the findings. PRACTICAL IMPLICATIONS The findings can help TESOL practitioners create efficient teaching methods that encourage long-term learning habits and favorable attitudes toward language learning. Language teachers can use the results to improve their instruction methods and their effects on student learning. ORIGINALITY/VALUE Social and cultural theory supports this study's model. The approach helps in defining and measuring the TESOL, sustainable Learning. The study further established the moderating role of digital technology and the mediating part of Improved self-efficacy and self-regulated Learning.
Collapse
Affiliation(s)
- Fu Chen
- College of Arts and Sciences, Northeast Agricultural University, Harbin, Heilongjiang, 150030, China
| | - Yanhong Gao
- College of Arts and Sciences, Northeast Agricultural University, Harbin, Heilongjiang, 150030, China
| | - Xin Wang
- College of Arts and Sciences, Northeast Agricultural University, Harbin, Heilongjiang, 150030, China.
| |
Collapse
|
10
|
Huang L, Li X, Meng Y, Lei M, Niu Y, Wang S, Li R. The mediating effects of self-directed learning ability and critical thinking ability on the relationship between learning engagement and problem-solving ability among nursing students in Southern China: a cross-sectional study. BMC Nurs 2023; 22:212. [PMID: 37337191 DOI: 10.1186/s12912-023-01280-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Accepted: 03/29/2023] [Indexed: 06/21/2023] Open
Abstract
BACKGROUND Problem-solving ability has been identified as a core competence that nursing students should develop, and it plays a vital role in career development. Therefore, it is necessary to investigate factors related to problem-solving ability and the path relationships among those factors in the context of nursing students. OBJECTIVE This study aims to identify the factors that affect problem-solving ability, and to investigate path relationships of self-directed learning ability, critical thinking ability, learning engagement, and problem-solving ability among nursing students. DESIGN A cross-sectional study. SETTINGS The Department of Nursing at a university located in Shanghai, China. SAMPLE A total of 540 nursing students with a three-year education program were enrolled in the current study. METHODS Data were collected by using a structured questionnaire, including general information, learning engagement, self-directed learning ability, critical thinking ability, and problem-solving ability of nursing students. Pearson's correlations were used to explore the relationships between learning engagement, self-directed learning ability, critical thinking ability, and problem-solving ability. The path relationships were analyzed by constructing a structural equation model using AMOS software. RESULTS Our results showed that learning engagement, self-directed learning ability, and critical thinking ability were positively associated with problem-solving ability. Furthermore, learning engagement did not influence problem-solving ability directly, but it affected problem-solving ability indirectly via self-directed learning ability and critical thinking ability among nursing students. Additionally, the total effects of self-directed learning (0.442) and critical thinking ability (0.581) were more prominent than learning engagement (0.361) on problem-solving ability. CONCLUSIONS To improve the problem-solving ability of nursing students, nursing educators should develop targeted strategies to enhance learning engagement, self-directed learning ability, and critical thinking ability.
Collapse
Affiliation(s)
- Lingling Huang
- School of Nursing, Lida University, Shanghai, 201609, China
| | - Xuanhua Li
- School of Nursing, Lida University, Shanghai, 201609, China
| | - Ya Meng
- Department of Nursing, School of Medical, Huanghe Science and Technology College, Zhengzhou, 450000, China
- Department of Nursing, School of Nursing, Philippine Women's University, Manila, Philippines
| | - Ming Lei
- School of Nursing, Lida University, Shanghai, 201609, China
| | - Yanru Niu
- School of Nursing, Lida University, Shanghai, 201609, China
| | | | - Rong Li
- School of Nursing, Lida University, Shanghai, 201609, China.
| |
Collapse
|
11
|
Park HJ, Kim S. Relationship between super-leadership and self-directed learning ability in online nursing education: The mediating effects of self-leadership and self-efficacy perceptions. Heliyon 2023; 9:e17416. [PMID: 37441377 PMCID: PMC10333565 DOI: 10.1016/j.heliyon.2023.e17416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 06/11/2023] [Accepted: 06/15/2023] [Indexed: 07/15/2023] Open
Abstract
Background Self-directed learning ability is a core competence that enables students to enhance their academic achievement, clinical competence, and professional growth in nursing education. Super-leadership-as a strategy to develop the learning process-promotes students' self-leadership, which, in turn, enhances perceived self-efficacy perception and ultimately facilitates self-directed learning ability. Few studies have rigorously determined the influences of super-leadership, self-leadership, and academic self-efficacy perceptions on self-directed learning ability in online nursing education during the COVID-19 pandemic. Objectives To determine the mediating effects of self-leadership and self-efficacy perceptions in the relationship between perceived super-leadership and self-directed learning ability. Design This study was conducted using a quantitative mediation analysis design. Participants One hundred and fifty nursing students were conveniently recruited from two nursing colleges offering the same four-year nursing degree program. Methods Participants completed a super-leadership scale, a self-leadership scale, an academic self-efficacy scale, and a self-directed learning ability inventory. Data were analyzed with Pearson's correlations, regression analysis, Sobel's test, and Hayes's Process Macro using the bootstrap method. Results Self-directed learning ability was correlated with perceived super-leadership (r = .47, p < .001), self-leadership (r = 0.69, p < .001), and academic self-efficacy (r = 0.29, p < .001). Super-leadership influenced self-leadership (β = 0.42, p < .001), academic self-efficacy (β = 0.22, p = .002), and self-directed learning ability (β = 0.36, p < .001). Self-leadership and academic self-efficacy mediated the relationship between super-leadership and self-directed learning ability (β = .42, p < .001; β = 0.35, p < .001) (z = 1.936, p = .026 by Sobel test). Conclusion Learning strategies to enhance self-directed learning ability are required for successful super-leadership to boost self-leadership and academic self-efficacy perceptions among nursing students in the online, asynchronous COVID-19 educational environment. Therefore, this study's empirical evidence on integrating super-leadership with self-leadership and academic self-efficacy has practical and future research implications in terms of attaining core academic goals for nursing students.
Collapse
|
12
|
Zhang H, Xiong H, Chung LYF, Wang Y, Wang P, Fang L, Han L, Yang Y. What affects self-regulated learning ability in undergraduate nursing students: A structural equation modelling approach. Nurs Open 2023. [PMID: 37205725 DOI: 10.1002/nop2.1824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Revised: 12/29/2022] [Accepted: 05/07/2023] [Indexed: 05/21/2023] Open
Abstract
AIM To examine how the effects of hardiness, self-efficacy and positive academic emotion related to the SRL ability of undergraduate nursing students. DESIGN A cross-sectional survey was designed. METHODS A total of 395 Chinese undergraduate nursing students from two undergraduate colleges filled out the questionnaires from May to June 2019. The relationships between hardiness, self-efficacy, positive academic emotion and SRL ability were analysed by structural equation modelling. RESULTS The response rate was 94.05%. SRL ability was significantly positive correlated with hardiness, self-efficacy and positive academic emotion in undergraduate nursing students. Self-efficacy (β = 0.417, p < 0.001) and positive academic emotion (β = 0.232, p < 0.001) showed a direct effect on the SRL ability. Although hardiness showed no direct effect on the SRL ability, it affected SRL ability through three indirect ways: self-efficacy (77.778%), positive academic emotion (14.184%) and the chain mediating effect from self-efficacy to positive academic emotion (8.038%). CONCLUSIONS Nursing students with a higher level of hardiness would have higher self-efficacy, and more positive and stable academic emotions to obtain the better SRL ability. The produced model provides insights into several factors associated with SRL ability of nursing students. Hardiness, self-efficacy and positive academic emotion should be emphasized in the education of nursing students because these factors could improve their SRL ability and promote their life-long learning.
Collapse
Affiliation(s)
- Hongchen Zhang
- College of Education, Northwest Normal University, Lanzhou, China
| | - Huajun Xiong
- College of Education, Northwest Normal University, Lanzhou, China
| | | | - Yanhong Wang
- School of Nursing, Lanzhou University, Lanzhou, China
| | - Peiling Wang
- School of Nursing, Lanzhou University, Lanzhou, China
| | - Lei Fang
- School of Nursing, Gansu University of Traditional Chinese Medicine, Lanzhou, China
| | - Lin Han
- School of Nursing, Lanzhou University, Lanzhou, China
| | - Yanwei Yang
- Department of Stomatology, the 940th Hospital of Joint Logistic Support Force of the Chinese People's Liberation Army, Lanzhou, China
| |
Collapse
|
13
|
Xu T, Zhu P, Ji Q, Wang W, Qian M, Shi G. Psychological distress and academic self-efficacy of nursing undergraduates under the normalization of COVID-19: multiple mediating roles of social support and mindfulness. BMC MEDICAL EDUCATION 2023; 23:348. [PMID: 37198585 DOI: 10.1186/s12909-023-04288-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Accepted: 04/21/2023] [Indexed: 05/19/2023]
Abstract
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.
Collapse
Affiliation(s)
- Ting Xu
- School of Nursing and School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, 225009, China
| | - Pingting Zhu
- School of Nursing and School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, 225009, China.
| | - Qiaoying Ji
- School of Nursing and School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, 225009, China
| | - Wen Wang
- School of Nursing and School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, 225009, China
| | - Meiyan Qian
- School of Nursing and School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, 225009, China
| | - Guanghui Shi
- School of Nursing and School of Public Health, Yangzhou University, 136 Jiangyang Middle Road, Yangzhou, 225009, China
| |
Collapse
|
14
|
Lee T, Damiran D, Konlan KD, Ji Y, Yoon YS, Ji H. Factors related to readiness for practice among undergraduate nursing students: A systematic review. Nurse Educ Pract 2023; 69:103614. [PMID: 37002991 DOI: 10.1016/j.nepr.2023.103614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2022] [Revised: 02/23/2023] [Accepted: 03/06/2023] [Indexed: 04/01/2023]
Abstract
AIM This systematic review identifies the factors and effective strategies related to nursing students' readiness for practice. METHOD A search was conducted from 2012 to 2022 in PubMed, CINAHL, SCOPUS, PsycInfo and EMBASE databases, using a combination of predetermined keywords. Four authors made the selection independently and the methodological quality was assessed using the RoBANS, Analytical cross-sectional studies Critical Appraisal Tool and MMAT tools. Information was extracted using a matrix and analyzed through the thematic synthesis approach. RESULT Studies (14,000) were identified from the search and 11 met the predetermined inclusion criteria. The main identified themes were personal characteristics, education-related factors, cognitive factors, psychological characteristics and social factors influencing readiness to practice. Some barriers also affect readiness for practice among undergraduate nursing students. CONCLUSION Multiple personal, educational and community factors interact in diverse ways to influences nursing students readiness to practice. REGISTRATION The protocol for the conduct of this study was registered on the International Prospective Register of Systematic Reviews (PROSPERO) with the registration number CRD42020222337.
Collapse
Affiliation(s)
- Taewha Lee
- Mo-Im Kim Institute, College of Nursing, Yonsei University, 50-1, Yonsei-ro, Seodaemun-gu, Seoul, the Republic of Korea
| | - Dulamsuren Damiran
- College of Nursing and Brain Korea 21 Four Project, Mo-Im Kim Institute, Yonsei University, Seoul, the Republic of Korea; Darkhan Medical School of Mongolian National University of Medical Sciences, Mongolia.
| | - Kennedy Diema Konlan
- Mo-Im Kim Institute, College of Nursing, Yonsei University, 50-1, Yonsei-ro, Seodaemun-gu, Seoul, the Republic of Korea; School of Nursing and Midwifery, University of Health and Allied Sciences, Ho, Ghana
| | - Yoonjung Ji
- College of Nursing and Brain Korea 21 Four Project, Mo-Im Kim Institute, Yonsei University, Seoul, the Republic of Korea
| | - Yea Seul Yoon
- College of Nursing and Brain Korea 21 Four Project, Mo-Im Kim Institute, Yonsei University, Seoul, the Republic of Korea
| | - Hyunju Ji
- Severance Hospital, Yonsei University College of Nursing, the Republic of Korea
| |
Collapse
|
15
|
Chen ZH, Ma YY, Feng XH, Lin Y. Correlation analysis of self-directed learning ability, self-efficacy and academic burnout of junior nursing college students in closed management colleges. Nurs Open 2023; 10:2508-2518. [PMID: 36448492 PMCID: PMC10006607 DOI: 10.1002/nop2.1509] [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: 07/26/2022] [Revised: 10/24/2022] [Accepted: 11/20/2022] [Indexed: 12/03/2022] Open
Abstract
AIMS To understand the status quo of self-directed learning ability, self-efficacy and academic burnout of junior nursing college students, since the closed management mode was implemented during COVID-19 pandemic disease. DESIGN Cross-sectional study. METHODS Participants came from 3,051 junior nursing college students of a college in Zhengzhou City, Henan Province, China. Data were collected by online questionnaire and analysed by SPSS25.0 (a statistical package for social science) and AMOS24.0 software. RESULTS High self-directed learning ability and self-efficacy were related to low levels of academic burnout (p < .01). In addition, the analysis of mediation effect indicated that the influence of self-directed learning ability on academic burnout was not mediated by self-efficacy.
Collapse
Affiliation(s)
- Zhi-Han Chen
- Department of Nursing, Xinxiang Medical University, Xinxiang, China
| | - Yuan-Yuan Ma
- Department of Nursing, Henan Medical College, Zhengzhou, China
| | - Xing-Hui Feng
- Department of Nursing, Xinxiang Medical University, Xinxiang, China
| | - Yan Lin
- Department of Nursing, Xinxiang Medical University, Xinxiang, China
| |
Collapse
|
16
|
Gao Z, Zhang L, Ma J, Sun H, Hu M, Wang M, Liu H, Guo L. Reliability and validity of the Chinese version of the self-directed learning instrument in Chinese nursing students. BMC Nurs 2023; 22:51. [PMID: 36823629 PMCID: PMC9950017 DOI: 10.1186/s12912-023-01201-3] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Accepted: 02/06/2023] [Indexed: 02/25/2023] Open
Abstract
BACKGROUND In a rapidly changing healthcare environment, Self-directed learning (SDL) ability is recognized as a crucial condition for nursing students and nurse to deal with severe challenges positively. Developing SDL ability is becoming more and more important among nursing students. SDL is related to nursing students enhancing their own knowledge, skills and maintaining lifelong learning. This study is aim at translating the Self-directed Learning Instrument (SDLI) into Chinese and verify its reliability and validity among nursing students. METHODS The study adopted a cross-sectional design and the multistage sampling design. The SDLI was translated into Chinese, and the reliability and validity of the scale were tested among 975 nursing students. RESULTS The Cronbach's α value of the Chinese version of SDLI was 0.916. The split-half reliability coefficient was 0.829, and the retest coefficient was 0.884. The content validity index of the scale was 0.95. Furthermore, the four-factors model was obtained by using exploratory factor analysis, explaining 55.418% variance, and the communalities of the items ranged from 0.401 to 0.664. With modified confirmatory factor analysis, the fit indices were chi-square/degree of freedom (CMIN/DF) = 2.285, the comparative fit index (CFI) = 0.947, and the tucker lewis index (TLI) was 0.938. And, the model fitting indexes were all in the acceptable range and confirmatory factor analysis indicated that the model fit the SDLI well. CONCLUSION The Chinese version of SDLI has good validity and reliability among nursing students. It can be used to measure the SDL ability of nursing students in China.
Collapse
Affiliation(s)
- Ziyun Gao
- grid.454145.50000 0000 9860 0426School of Nursing, Jinzhou Medical University, Linghe District Jinzhou City, No.40, Section 3, Songpo Road, Liaoning Province Jinzhou, People’s Republic of China
| | - Lin Zhang
- grid.443626.10000 0004 1798 4069Department of Internal Medicine Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, An Hui Province Wuhu City, People’s Republic of China
| | - Jianing Ma
- grid.454145.50000 0000 9860 0426School of Nursing, Jinzhou Medical University, Linghe District Jinzhou City, No.40, Section 3, Songpo Road, Liaoning Province Jinzhou, People’s Republic of China
| | - Hong Sun
- grid.454145.50000 0000 9860 0426School of Nursing, Jinzhou Medical University, Linghe District Jinzhou City, No.40, Section 3, Songpo Road, Liaoning Province Jinzhou, People’s Republic of China
| | - Mengya Hu
- grid.454145.50000 0000 9860 0426School of Nursing, Jinzhou Medical University, Linghe District Jinzhou City, No.40, Section 3, Songpo Road, Liaoning Province Jinzhou, People’s Republic of China
| | - Meiding Wang
- grid.454145.50000 0000 9860 0426School of Nursing, Jinzhou Medical University, Linghe District Jinzhou City, No.40, Section 3, Songpo Road, Liaoning Province Jinzhou, People’s Republic of China
| | - Haiyang Liu
- grid.443626.10000 0004 1798 4069Student Health Center, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, An Hui Province Wuhu City, People’s Republic of China
| | - Leilei Guo
- School of Nursing, Jinzhou Medical University, Linghe District Jinzhou City, No.40, Section 3, Songpo Road, Liaoning Province, Jinzhou, People's Republic of China.
| |
Collapse
|
17
|
Li L, Zhu ML, Shi YQ, Yang LL. Influencing factors of self-regulated learning of medical-related students in a traditional Chinese medical university: a cross-sectional study. BMC MEDICAL EDUCATION 2023; 23:87. [PMID: 36737773 PMCID: PMC9896680 DOI: 10.1186/s12909-023-04051-4] [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: 07/09/2022] [Accepted: 01/23/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND In recent years, self-regulated learning (SRL) has become a hot topic in medical education. However, the factors that affect the SRL ability of medical-related specialties, such as clinical medicine, traditional Chinese medicine (TCM), and nursing specialty in TCM colleges and universities are unclear. Whether the teaching of learning strategies can help improve students' SRL also needs to be further examined. METHOD A cross-sectional survey was distributed, and 878 medical-related students who were from a TCM university were recruited for this study. Descriptive statistics illustrated the status quo of SRL and learning strategies, and an independent t-test and analysis of variance were used to analyze the factors associated with SRL. The relationship between SRL and learning strategies was analyzed with multi-linear regression analysis. RESULTS The scores of SRL on learning motivation, learning setting, self-regulation, and total scores were 34.76 ± 4.62, 41.14 ± 4.30, 39.26 ± 4.74, and 115.16 ± 12.42, respectively. The metacognitive, emotion, cognitive, resource management and total scores of learning strategies were 58.54 ± 12.02, 43.24 ± 8.42, 35.49 ± 7.34, 22.89 ± 4.20, 160.16 ± 29.45, and the mean was all above the midpoint. Learning strategies were positively correlated with SRL (r = 0.421, P < 0.01). Some factors can predict 32% of the variation of SRL, including whether they liked their specialty, educational system, specialty, score ranking, scholarship, whether they were taught by a tutor in middle school, gender, monthly family income, the father's educational background, metacognitive strategy, resource management strategy, and cognitive strategy. CONCLUSIONS The SRL of medical-related students was better. Learning strategies, as well as personal or social factors, can affect SRL. Educators should pay more attention to the cultivation of learning strategies, exercising learning skills, and monitoring, adjustment, and guidance of learning time. It should adopt various methods to improve the SRL of medical-related students according to the different factors.
Collapse
Affiliation(s)
- Ling Li
- School of Nursing, Zhejiang Shuren University, 8 Shuren Road, Hangzhou, ZheJiang, 310015, People's Republic of China
| | - Ming-Ling Zhu
- School of Nursing, Zhejiang Chinese Medical University, 548 Bin-Wen Road, Hangzhou, Zhejiang, 310053, People's Republic of China
| | - Yu-Qing Shi
- School of Nursing, Zhejiang Shuren University, 8 Shuren Road, Hangzhou, ZheJiang, 310015, People's Republic of China
| | - Li-Li Yang
- School of Nursing, Zhejiang Chinese Medical University, 548 Bin-Wen Road, Hangzhou, Zhejiang, 310053, People's Republic of China.
| |
Collapse
|
18
|
Hung BKH, To CCN, Fung RKH, Chan CCS. Addressing Proficiency Gaps in Future Skills Between Employers and Learners Through Data Visualization. SN COMPUTER SCIENCE 2023; 4:308. [PMID: 37041851 PMCID: PMC10078059 DOI: 10.1007/s42979-023-01722-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/28/2022] [Accepted: 01/17/2023] [Indexed: 04/13/2023]
Abstract
The pandemic has principally changed the way the construction industry operates. It has caused a profound shift in how we conduct our work, with a large-scale take-up of remote working and changes in our digital approach. The way we work is changing. All these impacts challenge the traditional supply chain and working practices of the construction industry negatively, resulting in price escalations, additional costs, loss of revenue, payment delays and increase in disputes and claims. This study aimed to assess the skill proficiency of learners and narrow the employers' and young engineers' perspectives on what are the future skills requirements in the construction industry in the world of digitalization. This study, which comprised two surveys entitled "Future Skills-What does the future look like for young engineers?" (for employers) and "WLA Survey in "Future Skills"-The Proficiency Analyses of Young Engineers-to-be" (for learners), was a part of the Workplace Learning and Assessment (WLA) Engagement Series for students. This research attempts to map skill proficiency of learners (or young engineers-to-be) with the future skill requirements of the employers and to make recommendations on the construction-related institutional arrangements. A quantitative approach by using online surveys as the main data collection tool was adopted. A sample of 20 WLA-participating employers and 23 WLA-participating students in construction companies was generated. In December 2021, the project team initiated two surveys to explore the expectation for the future workforce in the construction industry. Interview results covering various construction-related disciplines, including civil engineering, building studies, surveying and building technology, were analysed and illustrated using Microsoft Power BI. Content analysis with data visualizations was used to identify major themes. This study has shown that employers and students have different perceptions of skills and attributes as critical competencies for a successful workforce. On a positive note, there was a high level of satisfaction for both employers and learners in "Training Structure" and "Training and Development". This study highlighted that students did not have the appropriate level of knowledge as expected by their employers in key subject areas of the construction industry. Employers expressed a clear expectation for the roles and responsibilities of young engineers in their organizations. Areas of practice such as building information modelling (BIM), "Problem Solving", and "Presentation Skills" were highlighted as critical for the future. The competency of youngsters in achieving targeted vision and goals as well as the competency in striving for continual improvement was identified as highly relevant for the future. There was potential for young engineers to play a more active role in their organizations and to repackage their technical skill and interpersonal skill sets for anticipated future roles. The choice of the quantitative research design approach was guided by the need to capture numerical data in the construction industry of Hong Kong for the purpose of illuminating differences in perspectives among participants about future skills for WLA implementation in vocational and professional education and training (VPET). This study can help to investigate the skill proficiency gaps that employers will be looking for and how WLA can bring maximized benefits to students and companies. Based on the results, the students can be better informed about the workplace settings and be prepared for the upcoming industrial attachment or apprenticeship programme with WLA. Feedback provided by the companies can help support students' transition into the world of work. On the other hand, by understanding learners' self-perception, this adaptation made by the companies could result in what looks to be part of a longer-term change in how we work, particularly with a move to increased use of hybrid working. The statistical models with data visualization based on Power BI can also lead to the experimentation and inference that inform the institution's strategy.
Collapse
Affiliation(s)
- Benson K. H. Hung
- Workplace Learning and Assessment Project Team (Engineering Programmes), Hong Kong Institute of Vocational Education (Tsing Yi), Vocational Training Council, Hong Kong SAR, China
| | - Catter C. N. To
- Workplace Learning and Assessment Project Team (Engineering Programmes), Hong Kong Institute of Vocational Education (Tsing Yi), Vocational Training Council, Hong Kong SAR, China
| | - Ryan K. H. Fung
- Workplace Learning and Assessment Project Team (Engineering Programmes), Hong Kong Institute of Vocational Education (Tsing Yi), Vocational Training Council, Hong Kong SAR, China
| | - Calvert C. S. Chan
- Workplace Learning and Assessment Project Team (Engineering Programmes), Hong Kong Institute of Vocational Education (Tsing Yi), Vocational Training Council, Hong Kong SAR, China
| |
Collapse
|
19
|
Choi EM, Mun SJ, Han SY, Kang JY, Choi JH, Noh HJ. Learning outcomes of a mobile application for dental infection control education. J Dent Educ 2022; 86:1678-1684. [PMID: 36059079 DOI: 10.1002/jdd.13069] [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: 04/29/2022] [Revised: 06/29/2022] [Accepted: 07/27/2022] [Indexed: 12/14/2022]
Abstract
PURPOSE/OBJECTIVES This study aimed to apply and verify the effectiveness of a mobile-based dental infection control education application to enable students majoring in dental hygiene to learning dental infection control education without time and space constraints. METHODS This study used a nonequivalent control group pretest-posttest design to examine differences in learning outcomes between an experimental group that learned through the mobile application and a control group that learned with handouts. The Infection Prevention and Control Mobile Application (IPC App) and handouts were developed by referring to the Center for Disease Control's (CDC) guidelines for Infection Prevention and Control in Dental Settings. Both the experimental and control groups were guided to perform self-regulated learning, where they independently led and managed their learning for two weeks. The study was conducted at the D university college with 42 students from the second grade in the Department of Dental Hygiene from August to October 2021. Differences in knowledge, self-efficacy, and summative evaluation were analyzed using an independent sample t-test and repeated measures analysis of variance (p < 0.05). RESULTS The findings confirmed that the experimental group who learned through the IPC mobile application had improved their knowledge and indicated a higher summative evaluation than the control group that learned via learning documents (p < 0.05). CONCLUSIONS Owing to the high accessibility and repeatability of the learning content, the mobile application recommended in this study may serve as an effective self-directed learning tool for students to gain knowledge on the standard precautions for dental infection control.
Collapse
Affiliation(s)
- Eun-Mi Choi
- Department of Dental Hygiene, Yonsei University College of Software and Digital Healthcare Convergence, Wonju, Korea
| | - So-Jung Mun
- Department of Dental Hygiene, Yonsei University College of Software and Digital Healthcare Convergence, Wonju, Korea
| | - Sun-Young Han
- Department of Dental Hygiene, Yonsei University College of Software and Digital Healthcare Convergence, Wonju, Korea
| | - Jung-Yun Kang
- Department of Dental Hygiene, Yonsei University College of Software and Digital Healthcare Convergence, Wonju, Korea
| | - Ji-Hea Choi
- Department of Nursing, Yonsei University Wonju College of Medicine, Wonju, Korea
| | - Hie-Jin Noh
- Department of Dental Hygiene, Yonsei University College of Software and Digital Healthcare Convergence, Wonju, Korea
| |
Collapse
|
20
|
Sun R, Gao Q, Xiang Y. Perceived Parental Monitoring of Smartphones and Problematic Smartphone Use in Adolescents: Mediating Roles of Self-Efficacy and Self-Control. CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING 2022; 25:784-792. [PMID: 36409521 DOI: 10.1089/cyber.2022.0040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Adolescents are vulnerable for problematic smartphone use (PSU), which is associated with adverse psychological and physical health outcomes. Prior studies have debated whether the association between parental monitoring of smartphones and PSU is positive, negative, or nonsignificant. The present study investigated the relationship between parental monitoring of smartphones and PSU and the potential mediation mechanism involving self-efficacy and self-control. Eight hundred ninety-nine middle- and high-school students from a metropolitan city in China completed a questionnaire containing measurements of demographic information, perceived parental monitoring of smartphones, self-control, self-efficacy, and PSU. The results showed that (a) perceived parental monitoring of smartphones was negatively related to adolescent PSU; (b) self-control partially mediated the link between perceived parental monitoring of smartphones and adolescent PSU; and (c) self-efficacy and self-control sequentially mediated the link between parental monitoring of smartphones and PSU. The current study highlights the mediating mechanisms linking perceived parental monitoring of smartphones and adolescent PSU, and this may contribute to the development of family-based prevention and intervention strategies for adolescent PSU.
Collapse
Affiliation(s)
- Ruimei Sun
- Department of Sociology, School of Government, Shenzhen University, Shenzhen, China
| | - Qiufeng Gao
- Department of Sociology, School of Government, Shenzhen University, Shenzhen, China
| | - Yanhui Xiang
- Cognition and Human Behavior Key Laboratory of Hunan Province, Hunan Normal University, Changsha, China
| |
Collapse
|
21
|
Lo KW, Yang BH. Development and learning efficacy of a simulation rubric in childhood pneumonia for nursing students: A mixed methods study. NURSE EDUCATION TODAY 2022; 119:105544. [PMID: 36115070 DOI: 10.1016/j.nedt.2022.105544] [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: 03/14/2022] [Revised: 08/24/2022] [Accepted: 09/06/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Nursing students often lack knowledge, skills, and appropriate attitudes toward chest physiotherapy, which affects the quality of care provided to children with pneumonia in clinical practice. Helping students learn about the effectiveness of simulations can improve their nursing ability. OBJECTIVES To develop a rubric associated with the simulation of childhood pneumonia and to examine the learning efficacy of students using the rubric to assess the knowledge, skills, and attitudes in the simulation. DESIGN A mixed methods study using a post-test survey and a descriptive qualitative analysis of students' reflective journals. SETTINGS A paediatric simulation classroom at the University Clinical Skills Centre in Northern Taiwan. PARTICIPANTS 214 third-year students enrolled in a four-year nursing programme. METHODS Quantitative and qualitative data were collected after the course to obtain a comprehensive understanding of its effects. Quantitative data from the questionnaire were analysed using descriptive statistics. Qualitative data were analysed using content analysis. RESULTS The quantitative results showed that mean knowledge and nursing students' attitudes were moderate. Of the six sub-indices, chest percussion technique and communication with family and children had the highest mean with 3.32 ± 0.67 and 3.01 ± 0.68, respectively. The students discovered that they often focused on performing technical steps without pre-analysing patient information. Most students also indicated difficulty showing emotional caring behaviours toward patients. The qualitative results revealed that students reflected on their learning post-self-evaluation of the rubric, particularly regarding knowledge of systemic assessments, patient-centred nursing skills, and caring attitudes. CONCLUSIONS The knowledge, skills, and attitude rubric can help students develop their learning process in a more organised manner, promote the development of their caring performances toward children, and assist them in their future clinical care practices.
Collapse
Affiliation(s)
- Kao-Wen Lo
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan.
| | - Bao-Huan Yang
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan; Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital, Linkou, Taiwan.
| |
Collapse
|
22
|
Ma Y, Han X, Li W, Yang Y, Xu Y, Liu D, Yang W, Feng L, Ma L. Self-reported vaccination-related behavior patterns among healthcare workers and the association with self-directed learning frequency: A nationwide cross-sectional survey. Front Public Health 2022; 10:951818. [PMID: 36339203 PMCID: PMC9634157 DOI: 10.3389/fpubh.2022.951818] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Accepted: 10/06/2022] [Indexed: 01/24/2023] Open
Abstract
Background Healthcare workers play an essential role in improving the public's vaccination uptake, but the full picture of such workers' engagement in vaccination-related behaviors has not been appropriately identified. According to the Integrated Theory of Health Behavior Change, self-directed learning may be a promising intervention for fostering engagement in vaccination-related behaviors, but the association between self-directed learning and such behaviors remains unclear. This study aimed to determine Chinese healthcare workers' level of engagement in behaviors for combatting vaccine-preventable diseases and assess the association between frequency of performing vaccine-focused SDL and engagement in vaccination-related behaviors. Materials and methods An online cross-sectional survey was conducted from January 27 to February 21, 2022, using the survey platform "wjx." Respondents were restricted to healthcare workers aged 18-65 years. A Sankey diagram and bar plots were constructed to determine patterns of engagement in a vaccination-related-behavior chain. Unconditional binary logistic regression models were fitted to determine the association between frequency of performing vaccine-focused self-directed learning and engagement in vaccination-related behaviors. Results Of the 2,248 survey respondents, data for 2,065 were analyzed. Participants who had received influenza or pneumococcal vaccination, routinely recommended vaccination to patients, tracked patients' vaccination status, and recommended efficiently accounted for 43.2%, 50.8%, 40.3%, and 36.4% of the total participants, respectively. When only considering those who routinely made such recommendations, the proportion of those who performed tracking and efficient recommendation was 28.8% and 26.2%, respectively. When compared to performing self-directed learning "never to less than once/six months," performing self-directed learning "more than once/week" was positively associated with being vaccinated (OR, 95% CI: 2.30, 1.74-3.03), routinely recommending vaccination (OR, 95% CI: 4.46, 3.30-6.04), and tracking the status of patients so recommended (OR, 95% CI: 6.18, 4.35-8.76). Conclusions Chinese healthcare workers' pattern of engagement in vaccination-related behaviors must be improved. Higher frequencies of engagement in self-directed learning are associated with more active engagement in vaccination-related behaviors, meaning raising such frequencies could be a promising intervention for fostering behavior changes in this regard and ultimately increasing vaccination coverage.
Collapse
Affiliation(s)
- Yuan Ma
- School of Population Medicine and Public Health, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Xuan Han
- School of Population Medicine and Public Health, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Wei Li
- Center for Applied Statistics and School of Statistics, Renmin University of China, Beijing, China
| | - Yuan Yang
- School of Population Medicine and Public Health, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Yunshao Xu
- School of Population Medicine and Public Health, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Di Liu
- “Breath Circles” Network Platform, Beijing, China
| | - Weizhong Yang
- School of Population Medicine and Public Health, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Luzhao Feng
- School of Population Medicine and Public Health, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China,*Correspondence: Luzhao Feng
| | - Libing Ma
- School of Population Medicine and Public Health, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China,Department of Respiratory and Critical Care Medicine, The Affiliated Hospital of Guilin Medical University, Guilin, China,Libing Ma
| |
Collapse
|
23
|
Dogu O, Karadas A, Eskin Bacaksiz F. The relationships between self-regulated learning in clinical nursing practice and self-efficacy: A cross-sectional study among nursing students. Perspect Psychiatr Care 2022; 58:2107-2115. [PMID: 35092008 DOI: 10.1111/ppc.13037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/28/2021] [Revised: 12/21/2021] [Accepted: 01/17/2022] [Indexed: 11/29/2022] Open
Abstract
PURPOSE The aim is to examine self-regulated learning and self-efficacy levels of nursing students, the relationship between them, and to reveal the variables that make a significant difference. DESIGN AND METHODS This descriptive, cross-sectional study was conducted with a total of 417 nursing students. The data were collected using the Self-Regulated Learning Scale in Clinical Nursing Practice and Self-Efficacy Scale. FINDINGS Nursing students have high self-regulated learning (60.28 ± 11.47) and moderate self-efficacy (62.72 ± 11.04) scores, and there is a weak positive and significant relationship between them (r = 0.349, p < 0.001). Students' gender, grade, and self-confidence in practice made a significant difference in the scores (p < 0.05). PRACTICAL IMPLICATIONS Developing the self-regulated learning levels of nursing students can help increase the clinical practice performance of students by affecting their self-efficacy levels.
Collapse
Affiliation(s)
- Ozlem Dogu
- Department of Midwifery, Faculty of Health Sciences, Sakarya University, Sakarya, Turkey
| | - Ayse Karadas
- Department of Nursing Management, Faculty of Health Sciences, Balikesir University, Balıkesir, Turkey
| | - Feride Eskin Bacaksiz
- Department of Nursing Administration, Hamidiye Faculty of Nursing, University of Health Sciences Turkey, Istanbul, Turkey
| |
Collapse
|
24
|
Yeh CH, Huang HM, Kuo CL, Huang CY, Cheng SF. Effectiveness of e-STORY App in clinical reasoning competency and self-directed learning among students in associate nursing program: A quasi experimental study. Nurse Educ Pract 2022; 64:103456. [PMID: 36162302 DOI: 10.1016/j.nepr.2022.103456] [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: 06/14/2022] [Revised: 09/01/2022] [Accepted: 09/16/2022] [Indexed: 11/19/2022]
Abstract
AIM The purpose of this study was to promote students' clinical reasoning (CR) and self-directed learning (SDL). The specific aims were: (1) to examine effectiveness of the e-STORY App in promoting nursing students' CR and SDL; and (2) to explore the relationships between levels of learning motivation and suitability of the e-STORY App. BACKGROUND CR and SDL are core competencies for nursing students. However, new graduates tend to be in adequately prepared in these competencies. Humanoid diagram uses diagrams to guide students in gaining a comprehensive view of the patient issues, which may promote attainment of these competencies. The Z generation students favor learning through smart devices for the feature of no time and spatial limitations. The e-STORY App was developed to overcome the setbacks of creating hard-copy drawings to promote learning effectiveness. DESIGN This quasi-experimental study used two-group repeated measure design with a convenience sample. METHODS A total of 77 students from two sections of the "Seminar for Clinical Case Studies" course participated in the study (experimental group: 39 students; control group: 38 students). Data were collected before, one week after and four weeks after the teaching intervention. The instruments used were demographic information sheet, Huang et al.'s (in press) Clinical reasoning scale and Cheng et al. (2010) Self-directed learning instrument. RESULTS There were no significant differences in the CR and SDL scores between the experimental and control groups one week after the intervention (p>.05). Analyses of the delay effects four weeks after the intervention found significantly higher CR scores in the experimental group than the control group (p < .05). However, there were no significant differences in the SDL scores between groups (p>.05). Analysis of the findings from the experimental group found that students with moderate and low learning motivation showed significantly higher CR scores on the posttest and follow-up test (p < .05). CONCLUSIONS Application of the e-STORY App as a supplementary teaching strategy promoted nursing students' CR ability, especially in students with moderate or low learning motivation. It is recommended to use the App in students with moderate or low learning motivation to promote learning effectiveness.
Collapse
Affiliation(s)
- Chia-Han Yeh
- Department of Nursing, Taipei Veterans General Hospital, No. 201, Sec. 2, Shipai Rd, Beitou District, Taipei City 11217, Taiwan, ROC.
| | - Hui-Man Huang
- Department of Nursing, Tzu Chi University of Science and Technology, No. 880, Sec. 2, Jianguo Rd., Hualien 970, Taiwan, ROC.
| | - Chien-Lin Kuo
- Department of Allied Health Education and Digital Learning, National Taipei University of Nursing and Health Sciences, No. 365, Mingde Rd, Beitou District, Taipei City 11219, Taiwan, ROC.
| | - Chu-Yu Huang
- School of Nursing, Cedarville University, 251 N. Main St., Cedarville, OH 45314, USA.
| | - Su-Fen Cheng
- Department of Allied Health Education and Digital Learning, National Taipei University of Nursing and Health Sciences, No. 365, Mingde Rd, Beitou District, Taipei City 11219, Taiwan, ROC.
| |
Collapse
|
25
|
Association between Self-Efficacy and Learning Conformity among Chinese University Students: Differences by Gender. SUSTAINABILITY 2022. [DOI: 10.3390/su14148725] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
Background: Although past research highlights the impact of self-efficacy on university students’ learning motivation, examining potential links with specific types of learning conformity is limited. The current study examined associations between Chinese university students’ perceived self-efficacy and learning conformity across different types of learning motivation.Methods: A total of 339 Chinese university students were surveyed using the General Self-Efficacy Scale and the Learning Conformity Scale. Multiple regression models were constructed to focus on the mechanisms of general self-efficacy on learning conformity. Results: (1) There are three types of learning conformity: learning abidance, learning obedience, and learning compliance. (2) General self-efficacy has a negative effect on learning obedience. In contrast, it positively affects learning abidance and learning compliance. (3) The general self-efficacy of girls is lower than that of boys. Still, girls are more likely to be motivated to learn compliance than boys. Conclusions: The study reveals that it is essential to stimulate students’ motivation to learn abidance to love learning from the inside out; to improve girls’ self-efficacy; to raise students’ awareness of self-respect and self-development; and to encourage self-approval in public institutions.
Collapse
|
26
|
Visiers‐Jiménez L, Palese A, Brugnolli A, Cadorin L, Salminen L, Leino‐Kilpi H, Löyttyniemi E, Nemcová J, Simão de Oliveira C, Rua M, Zeleníková R, Kajander‐Unkuri S. Nursing students' self-directed learning abilities and related factors at graduation: A multi-country cross-sectional study. Nurs Open 2022; 9:1688-1699. [PMID: 35156324 PMCID: PMC8994957 DOI: 10.1002/nop2.1193] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Revised: 01/11/2022] [Accepted: 01/30/2022] [Indexed: 11/06/2022] Open
Abstract
AIM To describe nursing students' level of self-directed learning abilities and identify possible factors related to it at graduation in six European countries. DESIGN A cross-sectional comparative design across the countries. METHODS The study was conducted from February 2018 to September 2019. Nursing students (N = 4,135) from the Czech Republic, Finland, Italy, Portugal, Slovakia and Spain were invited to respond to the research instruments (the Self-Rating Scale of Self-Directed Learning and the Nurse Competence Scale) at graduation. The data were analysed using the chi-square test, Pearson correlation coefficient and the linear model. RESULTS The nursing students' (N = 1,746) overall self-directed learning abilities were at high level in all countries. Statistically significant differences occurred between countries. Spanish nursing students reported the highest level of self-directed learning abilities while students from the Czech Republic reported the lowest. Higher level of self-directed learning abilities was related to several factors, particularly with the self-assessed level of competence and country.
Collapse
Affiliation(s)
- Laura Visiers‐Jiménez
- Department of Nursing ScienceFundación San Juan de DiosCentro de Ciencias de la Salud San RafaelUniversidad Antonio de NebrijaMadridSpain
| | - Alvisa Palese
- Department of Medical SciencesUniversity of UdineUdineItaly
| | - Anna Brugnolli
- Department of Public HealthAzienda Provinciale per i Servizi SanitariTrentoItaly
| | - Lucia Cadorin
- Department of Medical SciencesUniversity of UdineUdineItaly
| | - Leena Salminen
- Department of Nursing ScienceUniversity of TurkuTurkuFinland
- Turku University HospitalUniversity of TurkuTurkuFinland
| | - Helena Leino‐Kilpi
- Department of Nursing ScienceUniversity of TurkuTurkuFinland
- Turku University HospitalUniversity of TurkuTurkuFinland
| | | | - Jana Nemcová
- Department of Nursing ScienceJessenius Faculty of Medicine in MartinComenius University in BratislavaMartinSlovakia
| | | | - Marília Rua
- School of Health SciencesUniversity of AveiroAveiroPortugal
| | - Renáta Zeleníková
- Department of Nursing and MidwiferyFaculty of MedicineUniversity of OstravaOstravaCzech Republic
| | - Satu Kajander‐Unkuri
- Department of Nursing ScienceUniversity of TurkuTurkuFinland
- Diaconia University of Applied SciencesHelsinkiFinland
| | | |
Collapse
|
27
|
Elshami W, Taha MH, Abdalla ME, Abuzaid M, Saravanan C, Al Kawas S. Factors that affect student engagement in online learning in health professions education. NURSE EDUCATION TODAY 2022; 110:105261. [PMID: 35152148 DOI: 10.1016/j.nedt.2021.105261] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2020] [Revised: 12/08/2021] [Accepted: 12/28/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Student engagement is vital in achieving learning outcomes and improving students' motivation, involvement, and attitudes toward learning. The aim of this study was to identify the factors that affect student engagement in online learning in medical and health science colleges. METHODS A cross-sectional study was conducted among medical and health science students and faculty in May 2020. The Online Engagement Strategies Questionnaire was e-mailed to 370 students and 102 faculty members. The SPSS statistical software was used for the statistical analysis. Exploratory factor analysis was performed to identify the factors that affected the students' engagement in online learning. Composite scores were calculated for factors, separately for the student and faculty responses. Descriptive statistical analysis was performed for the student and faculty responses. RESULTS The response rates of the students and faculty were 85.1% and 74.1%, respectively. The mean ages of the students and faculty were 20.6 and 44.6 years, respectively. Eighty-five percent of the faculty (n = 51) and 88.3% (n = 278) of the students found that the use of technology in proper communication was an important strategy to engage students in online learning. The factor analysis revealed agreement between the students and faculty regarding the factors that support student engagement in online learning. Techno-pedagogical skills were considered very important for faculty and important for students. For both faculty and students, self-directed learning skills were important, and peer-assisted learning (PAL) was fair symmetry. Nevertheless, collaborative learning (CL) was fairly symmetry to students and important to faculty. CONCLUSION To enhance student engagement in online learning, faculty members should consider improving their techno-pedagogical skills. Moreover, by incorporating self-directed learning, CL and PAL will support student engagement. Finally, faculty development, updating of course design, and institutional policies are all required to support online learning.
Collapse
Affiliation(s)
- Wiam Elshami
- Medical Diagnostic Imaging Department, College of Health Science, University of Sharjah, United Arab Emirates
| | - Mohamed H Taha
- College of Medicine and Medical Education Center, University of Sharjah, United Arab Emirates.
| | | | - Mohamed Abuzaid
- Medical Diagnostic Imaging Department, College of Health Science, University of Sharjah, United Arab Emirates
| | - Coumaravelou Saravanan
- Department of Clinical Psychology, School of Rehabilitation and Behavioral Sciences, Vinayaka Mission Research Foundation (DU), Aarupadai Veedu Medical College and Hospital campus, Pondicherry, India
| | - Sausan Al Kawas
- College of Dental Medicine, University of Sharjah, United Arab Emirates
| |
Collapse
|
28
|
Song Y, Lee Y, Lee J. Mediating effects of self-directed learning on the relationship between critical thinking and problem-solving in student nurses attending online classes: A cross-sectional descriptive study. NURSE EDUCATION TODAY 2022; 109:105227. [PMID: 34972030 DOI: 10.1016/j.nedt.2021.105227] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Revised: 10/12/2021] [Accepted: 11/18/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND With the increased prevalence of online education due to the coronavirus 2019 pandemic and advancements in information technology, essential competencies, such as critical thinking, self-directed learning, and problem-solving ability, should be examined among student nurses taking online classes. OBJECTIVES Based on the findings of several studies suggesting that critical thinking does not affect problem-solving, this study aimed to examine the relationship among critical thinking, self-directed learning, and problem-solving in student nurses attending online classes, and to determine whether self-directed learning could mediate the relationship between critical thinking and problem-solving. DESIGN Cross-sectional, descriptive design. SETTING K University in South Korea. PARTICIPANTS In total, 138 junior and senior nursing students were enrolled. METHODS The critical thinking disposition scale for nursing students, self-directed learning scale, and problem-solving scale for college students were used to quantify participants' responses. RESULTS Our results revealed significant positive correlations among critical thinking, self-directed learning, and problem-solving. Furthermore, self-directed learning (β = 0.78, p < 0.001) had a significant mediating effect on the relationship between critical thinking and problem-solving ability (Z = 5.10, p < 0.001). CONCLUSION Developing and implementing appropriate self-directed learning programs are critical for improving problem-solving ability affected by critical thinking among student nurses engaged in online education.
Collapse
Affiliation(s)
- Yeoungsuk Song
- Kyungpook National University, College of Nursing, Research Institute of Nursing Science, Daegu, South Korea.
| | - Yoonmi Lee
- Kyungpook National University, College of Nursing, Research Institute of Nursing Science, Daegu, South Korea.
| | - Junghoon Lee
- Kyungpook National University, College of Nursing, Research Institute of Nursing Science, Daegu, South Korea
| |
Collapse
|
29
|
Xiao Y, Wu H, Wang G, Wang S. The Relationship between Energy Poverty and Individual Development: Exploring the Serial Mediating Effects of Learning Behavior and Health Condition. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:8888. [PMID: 34444636 PMCID: PMC8393606 DOI: 10.3390/ijerph18168888] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Revised: 08/20/2021] [Accepted: 08/22/2021] [Indexed: 11/16/2022]
Abstract
Energy poverty has negative impacts on the residents' life from various aspects. A comprehensive understanding of these impacts is the top priority in energy poverty governance. Previous qualitative studies have shown that energy poverty has the potential to negatively impact the individual development of residents through multiple pathways. However, few scholars have explored this issue from a quantitative perspective. To fill the gaps in existing research, this study aims to examine the impact of energy poverty on individual development and explore the serial mediating effects of learning behavior and health condition in the relationship. A total of 2289 valid samples are obtained from the dataset of Chinese General Social Survey (CGSS). SPSS 26.0 and PROCESS 3.5 are used to conduct serial mediating effects analysis. The results show that energy poverty can significantly negatively impact the individual development of residents. Learning behavior and health condition are found to independently or serially mediate the relationship between energy poverty and individual development. Health condition has the stronger mediating effect, whereas the mediating effect of learning behavior is weaker. This study may contribute to a better understanding of the consequences of energy poverty in government and academia.
Collapse
Affiliation(s)
| | - Han Wu
- College of Public Administration, Huazhong University of Science and Technology, Wuhan 430074, China; (Y.X.); (G.W.); (S.W.)
| | | | | |
Collapse
|
30
|
Hong S, Lee J, Jang Y, Lee Y. A Cross-Sectional Study: What Contributes to Nursing Students' Clinical Reasoning Competence? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:6833. [PMID: 34202159 PMCID: PMC8297140 DOI: 10.3390/ijerph18136833] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Revised: 06/23/2021] [Accepted: 06/23/2021] [Indexed: 12/29/2022]
Abstract
Clinical reasoning is a vital competence for nursing students, as it is required for solving problems arising in complex clinical situations. Identifying the factors that influence nursing students' clinical reasoning competence in the social context can help their implicit educational needs. Therefore, this study aimed to determine the factors associated with developing clinical reasoning competency among undergraduate nursing students. In total, 206 senior nursing students were included in this study. Self-reported measures were used to obtain data on participants' clinical reasoning competence, problem-solving abilities, academic self-efficacy, and level of clinical practicum stress. Relationships among continuous variables were analyzed using Pearson's correlation coefficients. A multiple linear regression analysis was conducted to identify factors related to clinical reasoning competence. Our findings show that participants with better problem-solving abilities and academic self-efficacy perceived themselves as having higher levels of clinical reasoning competence. Nursing students with lower clinical practicum stress reported higher clinical reasoning competence. Significant factors identified were younger age and subcategories of problem-solving ability such as problem clarification, alternative solution development, planning/implementation, and self-regulated efficacy. Our findings highlight essential factors necessary for developing a nursing curriculum that contributes to professional nurses' clinical reasoning competence.
Collapse
Affiliation(s)
- Soomin Hong
- College of Nursing, Yonsei University, Seoul 03722, Korea;
| | - JuHee Lee
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul 03722, Korea;
| | - Yeonsoo Jang
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Seoul 03722, Korea;
| | - Yoonju Lee
- Research Institute of Nursing Science, College of Nursing, Pusan National University, Busan 50612, Korea;
| |
Collapse
|