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Objective:To explore the potential categories and influencing factors of online learning behavior in Junior college nursing students in post epidemic era.Methods:A total of 978 nursing students from Heilongjiang Nursing College in December 2021 were investigated by the general information questionnaire, Online Learning Behavior Scale, Online Learning Self-Efficacy Scale, Proactive Personality Scale and Online Learning Attitude Scale. The latent profile analysis and ordered multi-classification Logistic regression analyses were applied to identify the factors associated with the potential categories of online learning behavior.Results:The online learning behavior of nursing students were divided into 3 categories: outstanding(12.68%, 124/978), good(75.66%,740/978)and mediocrity(11.66%, 114/978). Gender, online learning self-efficacy, proactive personality and online learning attitude were predictors that influence the classification of potential profiles of online learning behavior in nursing students( P<0.05). Conclusions:There are 3 potential categories of online learning behavior in nursing students, and nursing educators should pay attention to the characteristics of online learning behaviors of different nursing students and take various effective measures to improve online learning behaviors of nursing students.
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Objective To assess the effect of psychological group on improving the learning attitude of interns in the pediatric clinical practice.Methods This study included 67 medical students who enrolled during 2012 to 2013 and had done the clinical pediatrics in the Second Affiliated Hospital of Shantou University Medical College.The students carried out pediatric clinical practice as requested.Based on the practice of pediatric practice,the psychological group counseling was conducted by voluntary participation.Each psychological group consisted of 5 or 6 students and performed once a week.Each time of psychological group lasted for 1.5 hours and 6 times in total.The students were divided into intervention group and non-intervention group according to whether they participated in psychological group.Each student filled in the Pediatric Clinical Internship Attitude Assessment Form and the College Student Personality Questionnaire at the first week and the last week of pediatric clinical practice.SPSS 17.0 was applied to conduct Chi square test and t test.Results There were 33 students in the intervention group and 40 students in the non-intervention group.The effective rate of questionnaires for intervention group and non-intervention group were 100％ and 85％,respectively.The mental state of pediatric interns between two groups was not different before and after the pediatric clinical practice (P＞0.05).Before pediatric clinical practice,the learning attitude score between two groups was not different [(83.82 ± 8.39) vs.(84.39 ± 8.29),t=-0.28,P=0.781].After pediatric clinical practice,the learning attitude score of pediatric interns who used psychological group teaching model was better than that of pediatric interns who used traditional teaching model [(88.91 ± 7.40) vs.(75.03 ± 11.19),t=-5.969,P=0.000].Conclusion Psychological group can help medical students to develop empathy toward sick children and their parents,and then improve their learning attitude in pediatric practice.The results of this study can provide a preliminary basis for the popularization of psychological group in the whole process of medical internship.
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PURPOSE: This study investigates the effects of self-study circle activity on self-directed learning ability and learning attitude in nursing students. METHODS: This research design is modeled on a nonequivalent control group pretest-posttest design conducted on 36 nursing students (exp.: 21, con.: 15). Data collection was performed from March 2 to July 20, 2013. Data were analyzed using chi2-tests and t-tests via the SPSS Win 12.0 program package. The variables were self-directed learning ability and learning attitude. RESULTS: The experimental group revealed significant differences in self-directed learning ability (p<.05) and physiology grade (p<.01) relative to the control group. In contrast, no significant differences between learning attitude were manifest between the two groups. CONCLUSION: It confirmed that study circle activity is effective in increasing self-directed learning ability in nursing students.
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Humans , Data Collection , Learning , Physiology , Research Design , Students, NursingABSTRACT
Introduction: National License Examination (NLE) is organized by the Consortium of Thai Medical Schools to assess the competency of medical students. Part I-NLE involves an evaluation of basic science knowledge. Our objective was to evaluate factors associated with the results of part-I NLE. Methods: Learning attitude and behavior, preparation for and attitude towards the NLE were surveyed by a questionnaire given to all third to fifth year students (in 2010) at the institution. Additional data collected were: gender, admission and aptitude tests scores, cumulative grade point average (GPA) during the first two years, and the results of part-I NLE. Association of these factors and the results of the examination were studied. Results: Mean age of 206 participants was 21.1 + 0.74 years. 55% were female 45% male. Mean aptitude and admission scores were 18.9 + 2.64 and 51.4 ± 8.75, respectively while mean of GPA was 3.0 ± 0.33. From the questionnaire: mean scores of learning behavior, preparation and attitude towards the NLE were 3.3 ± 0.40, 3.1 ± 0.57, and 3.3 ± 0.61, respectively. There were174/ 206 students who passed the NLE. Factors significantly associated with achievement were: good GPA > 3.0, good learning behaviors (score > 3.0), and good preparation for the examination (score > 3.2). Conclusions: Recent academic effort and performance (represented as GPA and behaviors in learning and preparation for the examination) were more important than remote academic background (represented as aptitude and admission scores).Medical teachers should stimulate students to have continuous effort in learning and preparation for the examination.
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Establishment of excellent courses in colleges and universities plays a positive role in building harmonious campus.Building excellent courses helps to foster students' good learning attitude,to improve the young teachers' teaching methods and teaching ability so as to improve teaching quality.It also helps to deepen teaching reform,to promote an increase in the level of scientific research.It pushes towards mutual promotion and coordinated development between teaching and scientific research,with a view to achieving the aim of building all-round harmonious campus.
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A course in the Igakugairon for 1st-year students to develop an active learning attitude has been conducted since 1992 at the Shiga University of Medical Science. On the basis of observations of educational results during this period, the course's length, contents, and scheduling were improved. It has become a full-year course for 1st-year students. Lecture classes were decreased and classes in which students participate in discussions and role playing were increased. In particular, classes focusing on an “early exposure” program at medical and welfare facilities have provided an important opportunity for changes in learning attitudes among students. Although class attendance is not mandatory, it is more than 80% in every class, and students actively take part in discussions. From the attitudes of the students in the class and their evaluations of the course, we have concluded that this course is effective in developing an active learning attitude among students.