The application of 4C teaching combined with case simulation teaching in the practice teaching of respiratory and critical care medicine nursing students / 中华医学教育探索杂志

Objective:To explore the application of 4C teaching combined with case simulation teaching in the practice teaching of respiratory and critical care medicine nursing students.Methods:Eighty nursing practice students from 2019 to 2021 in the Department of Respiratory and Critical Care Medicine of Beijing Chaoyang Hospital Affiliated to Capital Medical University were selected as the research objects, and they were randomized into control group ( n=40) and observation group ( n=40). The control group adopted traditional teaching, and the observation group adopted 4C teaching combined with case simulation teaching. The nursing comprehensive ability and self-directed learning ability of the two groups of nursing students were compared, and the evaluation of teaching methods between the two groups was assessed. SPSS 22.0 was used for Chi-square test and t-test. Results:The scores of theoretical knowledge, ward management, prevention and control of hospital infection, basic nursing, standardized writing of nursing documents, and critical care of nursing students in the observation group were higher than those in the control group ( P<0.05); the scores and total scores of learning awareness, learning behavior, learning strategies, interpersonal relationships, and learning evaluation in the observation group were higher than those in the control group ( P<0.05). The observation group believed that their teaching method was better than the control group in terms of mobilizing learning initiative, improving basic nursing practices, promoting clinical communication skills, improving the ability to analyze and solve problems, enhancing the concept of humanistic care, helping to understand and master knowledge, and improving the overall quality ( P<0.05). Conclusion:The 4C teaching combined with case simulation teaching can improve the comprehensive nursing ability and self-directed learning ability of nursing students in department of respiratory and critical care medicine, and the nursing students have a high opinion of the teaching method.

Research on the Relationship between Metacognition and Self-directed Learning Ability of Undergraduate Nursing Students: A Moderated Mediation Model / 中国医学伦理学

【Objective:】 To explore the effect of metacognition on self-directed learning ability of undergraduate nursing students, and the role of interpersonal communication ability and sense of self-worth between them. 【Methods:】 A total of 905 undergraduate nursing students from six colleges and universities in Shaanxi were selected as the survey subjects by convenient sampling method during August to November 2022. Metacognitive Assessment Inventory, Self-Directed Learning Ability Measurement Scale for Nursing Students, Adolescent Sense of Total Self-Worth Scale, and Supportive Communication Scale were used to conduct a questionnaire survey on undergraduate nursing students. SPSS 25.0 software was used for statistical analysis of the data. 【Results:】 Finally, 854 valid questionnaires (94.36%) were collected, and the results showed that: a) Metacognition of undergraduate nursing students significantly positively predicted self-directed learning ability (β=0.172, P<0.001). b) Interpersonal communication ability played a partial mediating role between metacognition and self-directed learning ability [β=0.019, 95%CI: 0.004~0.034)] . c) The predictive effect of metacognition on self-directed learning ability was regulated by the level of self-worth (R2=0.314, P<0.001). 【Conclusion:】 This paper indicated that the metacognition of undergraduate nursing students indirectly affects their self-learning ability through interpersonal communication ability, and their sense of self-worth plays a moderating role. It is recommended to improve the metacognitive level of undergraduate nursing students, strengthen their interpersonal communication skills, and focus on the cultivation of self-worth, so as to improve their self-directed learning ability.

Application of blended learning in the teaching of undergraduate nursing research / 中华医学教育探索杂志

Objective:To explore the application effect of blended learning on the teaching of nursing research course for undergraduate nursing students.Methods:From March to July 2019, a total of 118 undergraduate nursing students from Batch 2016 of a university in Xinjiang were collected in this study and divided into two groups randomly: the experimental group ( n = 60) and the control group ( n = 58). At the end of the course, the final examination scores of the nursing students were compared, and questionnaires were used to evaluate the critical thinking, self-directed learning ability and satisfaction of nursing students. SPSS 21.0 was used for independent-sample t-test and chi-square test. Results:After the implementation of the course, the scores of nursing research theory and practice of nursing students in the experimental group were (78.97±6.57) points and (83.02±3.50) points respectively, which were better than those of nursing students in the control group (75.48±7.76) points and (81.48±3.86) points. The total scores of critical thinking ability and self-directed learning ability of nursing students in the experimental group (294.67±25.15) and self-directed learning ability (277.67±30.84) were higher than those in the control group (222.03±18.77) and (203.81±33.19). The satisfaction degree of nursing students in the experimental group (93.33%) was better than that in the control group (60.34%), with statistical significance ( P<0.05). Conclusion:The application of blended learning in nursing research teaching can improve the final examination results of nursing students, and contribute to the improvement of nursing students' critical thinking ability, self-directed learning ability and course satisfaction.

Assessment to the impact of task list management on the self-directed learning ability of junior nurses by standardized training / 中国实用护理杂志

Objective To assess the impact of task list management on the self-directed learning ability of junior nurses by standardized training.Methods A total of 86 junior nurses entering hospital from June to August in 2016 were divided into observation group and control group by random digits table method with 43 cases each.The junior nurses in observation group received standardized training by task list.Those in control group received standardized training in tradition.After six months,the self-directed learning ability was assessed by Self-Learning Ability Evaluation Acale in two groups.Results Self motivation beliefs,task analysis,self-monitoring and self regulation and self evaluation score and self learning ability scores after the training of junior nurses were(43.90±7.71),(21.40±3.41),(34.47±5.80),(13.65±2.05),(112.70±11.33)points in observation group,(37.33±5.77),(19.14±3.87),(29.07±4.79),(12.58±2.48),(98.14±9.05)points in control group,the difference was statistically significant(t=2.182-6.633,P＜0.05).Conclusions The task list management can improve the self-directed learning ability of junior nurses by standardized training.

Factors Influencing Self-directed Learning Ability of Anatomy using Cadaver Dissection: Focusing on Beginning Nursing Students / 의료커뮤니케이션

BACKGROUND: The study is descriptive research study to investigate the self-directed learning ability to explore the facts that influence of anatomy using cadaver dissection beginning nursing students.METHODS: A descriptive research design was used. The data was collected from 31st May to 7 June, 2016. The participants were total 121 first-year nursing students in C University. This anatomy practicum course was composed of three session, and each session was composed of 3hours, 60minutes of body structure and anatomy lecture, 90 minutes of cadaver dissection, and 30minutes of summary.RESULTS: The results of the study showed that satisfaction with cadaver dissection was statistically significant in the usefulness in connection with the major of nursing (r=.543, p < .001), educational understanding (r=.465, p < .001), and nursing learning motivation (r=.517, p < .001). As the nursing learning motivation increased, self-directed learning ability increased. Also nursing learning motivation influenced self-directed learning (β=0.266, p < .01).CONCLUSION: It is necessary to develop a program that can link theoretical education with practicum education of anatomy using cadaver dissection for efficient learning of the anatomy major courses of nursing students.

"Effectiveness evaluation of second class activities based on""specialist nursing clinic""" / 现代临床护理

Objective To explore the effect of extracurricular activities based on specialist nursing clinic. Methods Thirty-four undergraduate nursing students of grade 2013 in the Capital Medical University were enrolled in the study. After learning of nursing theories for senile dementia, the extracurricular activities based onspecialist nursing clinicwere carried out. Before and after the second class activities, the caring ability inventory scale and self scale-rating for self-directed learning (SRSSDL) were used to assess 34 students. Result After the activities, students' caring ability and self-directed learning ability were statistically significantly improved (P<0.01). Conclusion The extracurricular activities based onspecialist nursing cliniccan stimulate the learning interest of nursing students and improve their self-directed learning ability and humanistic care ability.

Effects of Self Study Circle Activity on Self-directed Learning Ability and Learning Attitude in Nursing Students / 한국간호교육학회지

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.

Impact of Self-Directed Learning Ability and Metacognition on Clinical Competence among Nursing Students / 한국간호교육학회지

PURPOSE: This study identifies the influences of self-directed learning ability and metacognition on clinical competence in nursing students. METHOD: The subjects consisted of 290 second and third year nursing students. The data were analyzed using t-tests, ANOVA, Scheffe's test, Pearson's correlation coefficients and multiple linear regression via SPSS Statistics version 18.0. RESULTS: On a scale of 1 (lowest) to 5 (highest), the mean self-directed learning ability score of the subjects was 3.19, mean metacognition score was 3.36 and mean clinical competence score was 3.29. A positive correlation was found between clinical competence with self-directed learning ability and metacognition. The strongest predictor of clinical competence was metacognition. CONCLUSION: To improve the clinical competence of nursing students, these findings indicate that increasing metacognition ability is required.