Design and practice of blended teaching of internal medicine nursing based on O-AMAS effective teaching model.

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.

Promotion of self-directed learning abilities among Chinese medical students through preparing for career calling and enhancing teaching competencies in medical education: a cross-sectional study.

BACKGROUND: Medical students face a heavy burden as they are tasked with acquiring a vast amount of medical knowledge within a limited time frame. Self-directed learning (SDL) has become crucial for efficient and ongoing learning among medical students. However, effective ways to foster SDL ability among Chinese medical students are lacking, and limited studies have identified factors that impact the SDL ability of medical students. This makes it challenging for educators to develop targeted strategies to improve students' SDL ability. This study aims to assess SDL ability among Chinese medical students and examine the effects of career calling and teaching competencies on SDL ability, as well as the possible mechanisms linking them. METHODS: Data were collected from 3614 respondents (effective response rate = 60.11%) using cross-sectional online questionnaires and analyzed using IBM SPSS Statistics 22.0. The questionnaire comprised a Demographic Characteristics Questionnaire, Self-directed Learning Ability Scale (Cronbach's alpha = 0.962), Teaching Competencies Scale, and Career Calling Scale. RESULTS: The average SDL ability score of Chinese medical students was 3.68 ± 0.56, indicating a moderate level of SDL ability. The six factors of the Self-directed Learning Ability Scale-self-reflection, ability to use learning methods, ability to set study plans, ability to set studying objectives, ability to adjust psychological state, and willpower in studying-accounted for 12.90%, 12.89%, 12.39%, 11.94%, 11.34%, and 8.67% of the variance, respectively. Furthermore, career calling was positively associated with SDL learning ability (ß = 0.295, p < 0.001), and SDL learning ability was positively associated with teaching competencies (ß = 0.191, p < 0.01). Simple slope analysis showed that when the level of teaching competencies was higher, the influence of career calling on SDL ability was stronger. CONCLUSIONS: Chinese medical students' SDL ability has room for improvement. Medical students could strengthen their willpower in studying by setting milestones goals with rewards, which could inspire their motivation for the next goals. Teachers should guide students to learn experience to improve students' reflective ability. Educators play a crucial role in bridging the gap between career calling education and SDL ability enhancement, highlighting the significance of optimal teaching competencies. Colleges should focus on strengthening teachers' sense of career calling and teaching competencies.

The state of health professions students' self-directed learning ability during online study and the factors that influence it.

BACKGROUND: Universities have widely switched from traditional face-to-face classes to online instruction as a result of the epidemic. Self-directed learning is becoming the new norm for university students' learning styles. The ability of health professions students to learn independently during online study directly impacts the effectiveness of online medical education. The ability to learn on their own initiative may be affected by health professions students' professional identities, defined as their positive perceptions, evaluations, emotional experiences, and identity as professionals related to medicine. This study aimed to look into the current status and the factors that influence health professions students' self-directed learning ability (SDLA) during online study and its relationship with professional identity. METHODS: This study was conducted from September to November 2022 at a medical school in East China. An online questionnaire was used to collect participants' status of online learning, self-directed learning ability (SDLA), and professional identity. RESULTS: One thousand two hundred ninety-eight health professions students demonstrated intermediate self-directed learning ability during online study. In terms of teacher-student interaction (F = 14.778, P < 0.001), student-student interaction (F = 15.713, P < 0.001), and learning concentration (F = 13.424, P < 0.001), there were significant differences in health professions students' self-directed learning ability. Professional identity and self-directed learning ability positively correlated (r = 0.589-0.802, P < 0.01). Academic atmosphere and professional identity were significant predictors. CONCLUSIONS: The self-directed learning ability of health professions students while receiving instruction online is at an intermediate level and is influenced by several factors. Developing health professions students' professional identities can enhance their ability for self-directed learning.

Integrative virtual nursing simulation in teaching cardiopulmonary resuscitation: A blended learning approach.

BACKGROUND: Online learning resources facilitated educational development during the COVID-19 pandemic. This study focuses on the integration of online virtual simulation with interactive exercises and offline low-fidelity simulation for the first time to explore the impact on CPR skills. METHODS: First year nursing students from a medical college participated as volunteers in this study. They were divided randomly into two groups with both having a cardiopulmonary resuscitation (CPR) lesson with the same timings and objectives. The experimental group (n = 36) adopted a blended learning method, with virtual simulation and low-fidelity simulation as resources; the control group (n = 36) used the same method without virtual simulation. The same lecturers taught both classes. Students' self-directed learning (SDL) and critical thinking skills were assessed before and after the intervention and their CPR skills were examined afterward. RESULTS: The experimental group exhibited significantly greater improvement in their SDL abilities and CPR skills. By contrast, we found no statistical differences in their critical thinking abilities. CONCLUSIONS: During CPR training, blended learning method was used to integrate virtual nursing simulation in teaching, which effectively improved students' SDL and CPR skills.

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.

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.

Association between COVID-19-related stress and self-directed learning ability among Korean nursing students.

PURPOSE: Traditional face-to-face classes for nursing students due to the COVID (Coronavirus Disease)-19 pandemic around the world made it inevitable to operate education delivery method using remote/hybrid fashion. This study was aimed to validate the Korean version of the Student Stress Inventory-Stress Manifestations (SSI-SM) and assess the association between COVID-19 pandemic related stress level and self-directed learning ability competence in nursing students. DESIGN: This research was a cross-sectional study design. METHODS: The study was conducted from December 2020 to January 2021, with a convenience sample of 172 nursing students in the 3rd and 4th grades in South Korea. The Korean version of SSI-SM(K-SSI-SM) was translated and adapted according to standard guideline, and tested construct validity and reliability. In addition, a multiple linear regression analysis was used to examine the associations between the COVID-19 related stress level and the self-directed learning ability. RESULTS: An exploratory analysis showed that K-SSI-SM composed of 13-item in three factors (uncertainty, non-sociability, and somatization) accounted for 68.73% of the total variance after it was modified. The internal consistency was good with 0.91. Multiple linear regression analysis revealed that higher self-directed learning ability was associated with lower stress levels (ß = -0.19, p = 0.008), positive toward online learning (ß = 0.41, p = 0.003) and scored higher in theory (ß = 0.30, p < 0.001) in nursing students. CONCLUSION: The K-SSI-SM is an acceptable instrument for assessing stress levels in Korean nursing students. And nursing faculties need to pay attention to related factors of self-directed learning ability, in order to achieve the course's self-directed learning goal in students attending online classes.

The effect of blended task-oriented flipped classroom on the core competencies of undergraduate nursing students: a quasi-experimental study.

BACKGROUND: The flipped classroom (FC) method is becoming increasingly popular in China's nursing education. It is an important breakthrough improvement in the quality of learning in nursing education reforms. PURPOSE: This study aimed to determine the effects of blended task-oriented flipped classroom (TFC) on nursing students undertaking the Fundamentals of Nursing course. METHODS: A pre-and post-test quasi-experimental design was adopted. This study was conducted in the Autumn semester, 2021 academic year in a Chinese university. Using cluster sampling technique, this study enrolled second-year undergraduate nursing students from six classess who were studying Fundamentals of Nursing course. A blended TFC was developed and implemented with three classes (experimental group: n = 152). In-class traditional lectures were applied to the other three classes (control group: n = 151). The Self-Directed Learning Instrument, Problem-Solving Inventory, and California Critical Thinking Disposition Inventory were used to evaluate students' learning outcomes, and final examinations were conducted at the end of after course. In addition, students in the flipped classroom group were required to answer five open-ended questions concerning their flipped classroom learning experiences. RESULTS: Students in the experimental group showed significant improvement in academic performance compared to those in the control group (p = 0.001). Considering total scale and factors, students in the experimental grouped recorded significantly higher scores in self-directed learning ability, problem-solving skills, and critical thinking ability compared to those in the control group (p < 0.05). Furthermore, improved abilities and skills such as team cooperation, communication, presentation, identifying /solving clinical problems, and accountability were reported. CONCLUSION: A blended TFC teaching approach positively impacted students' core competencies and improved learning outcomes in the Fundamentals of Nursing course.

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

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.

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.

Applying formative evaluation in the mentoring of student intern nurses in an emergency department.

Objective: To explore the effectiveness of formative evaluation in the mentoring of student nursing interns in an emergency department. Methods: A total of 144 intern nursing students in the emergency department of a tertiary care hospital in Fuzhou were selected as the study subjects from July 2020 to February 2021. Adopting quasi-experimental studies methods, the students were divided into the experiment group (n = 74) and the control group (n = 70), based on their practicing rotation times. Formative evaluation methods such as in-person interviews, clinical scenario simulations, and clinical operation skills exams were conducted in the experiment group, while traditional summative evaluation methods were adopted for the control group. At the end of the intern period, a unified examination paper on professional knowledge concerning the emergency department, a cardiopulmonary resuscitation skill assessment, and a self-rating scale of self-directed learning was employed to evaluate professional theory performance, clinical practice ability, self-directed learning ability, and academic satisfaction among the nursing students, respectively. Results: The professional theoretical performance, clinical practice ability assessment scores, academic satisfaction, and self-directed learning abilities of the nursing students were significantly higher in the experiment group compared with the control group (P < 0.05). Conclusion: The application of formative evaluation during the mentoring of student intern nurses in an emergency department improved their professional theoretical performance, clinical practice skills, academic satisfaction, and self-directed learning abilities.

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.

Association Between Online Self-Directed Learning Ability and Negative Emotions Among College Students During the COVID-19 Pandemic: A Cross-Sectional Study in Anhui Province, East China.

Background: This study investigated the correlation between depression, anxiety, and stress among college students engaged in online learning during the coronavirus disease 2019 (COVID-19) pandemic and self-directed learning (SDL) ability, which could provide a scientific basis for mental health education of the college students. Methods: A cross-sectional study was conducted among 5,558 students from two universities in Anhui province, East China. The Depression, Anxiety, and Stress Scale-21 (DASS-21) and the Self-directed Learning Ability Scale were used to conduct an online questionnaire survey. Results: A total of 35.15, 36.32, and 17.24% of college students reported symptoms of depression, anxiety, and stress, respectively. Males and nonmedical students were at higher risks to suffer from depression, anxiety, and stress. In adjusted model, compared with Q1 of self-management ability, the odds ratio (OR) of the Q2, Q3, and Q4 were as follows: 0.635 (0.531-0.759), 0.504 (0.415-0.611), and 0.312 (0.248-0.392) for depression; 0.639 (0.535-0.764), 0.653 (0.540-0.789), and 0.421 (0.338-0.525) for anxiety; and 0.649 (0.523-0.805), 0.579 (0.457-0.733), and 0.482 (0.364-0.637) for stress. For information capability, decrease in risk was even more pronounced: Q2 (0.654, 0.540-0.794), Q3 (0.560, 0.454-0.690), and Q4 (0.233, 0.181-0.301) for depression; Q2 (0.781, 0.646-0.945), Q3 (0.616, 0.501-0.757), and Q4 (0.276, 0.216-0.353) for anxiety; and Q2 (0.444, 0.357-0.553), Q3 (0.454, 0.357-0.578), and Q4 (0.272, 0.202-0.368) for stress. Compared with the Q2 group of cooperation learning ability, cooperation learning ability quartiles were positively associated with depression (Q1: 1.382, 95% CI: 1.138-1.678), anxiety (Q4: 1.260, 95% CI: 1.008-1.576), and stress (Q1: 2.002, 95% CI: 1.583-2.532; Q3: 1.600, 95% CI: 1.252-2.044; Q4: 1.674, 95% CI: 1.243-2.255). Conclusion: The prevalence of depression, anxiety, and stress among college students was high for those studying online at home during the COVID-19 pandemic, especially among nonmedical students and males. SDL ability was negatively associated with negative emotions of the college students during this period of online learning.

How does group cooperation help improve self-directed learning ability in nursing students? A trial of one semester intervention.

BACKGROUND: Self-directed learning (SDL) ability prepares nursing students to adapt to learning after graduation. Jiang An-li's four-dimension model of SDL ability includes the "ability of self-management, ability to apply learning strategy, ability to obtain information and ability to cooperate". Students learning in small heterogeneous groups get the opportunity to work with peers from different backgrounds. OBJECTIVE: To explore the effect of group cooperative learning on improving SDL ability and its possible path. DESIGN: A quasi-experimental design was adopted. PARTICIPANTS: Ninety nine sophomore nursing students (Mean age 21.29 ± 0.57) were enrolled in the study. Using the cluster sampling method, thirty students in one administrative class were arranged as a Group Cooperative Class (GCC) and another class (with 69 students) were arranged as a Conventional Class (CC). METHODS: The teaching materials in both the GCC and the CC were from the same course - Fundamental Nursing Theories. The teaching activities in the GCC focused on group learning while those in the CC focused on the educator. Scale of SDL Ability (SSDLA) was employed to measure the SDL ability. SSDLA data and class evaluations were collected. RESULTS: There were statistically significant differences in the total scores of SSDLA and sub dimensions of "ability of self-management", "ability to cooperate" between the GCC and the CC. The GCC scores of a paper test at the end of the semester were higher than those in the CC, with no statistical significance (p > 0.05). GCC students' evaluation of the course was higher than the CC's evaluation, but there was no statistical significance except on the questions of "diversity of teaching methods" and "flexibility of teacher-student interaction" (P < 0.05). CONCLUSIONS: The result of the current study is consistent with Jiang's four-dimension model and suggests that heterogeneous group learning in a small capacity class improves nursing students' SDL ability, possibly through improving their self-management and cooperation abilities.

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.

Development of a nursing education program for improving Chinese undergraduates' self-directed learning: A mixed-method study.

OBJECTIVE: This paper demonstrates the establishment of an extra-curricular education program in Chinese context and evaluates its effectiveness on undergraduate nursing students' self-directed learning. METHODS: Zimmerman's self-directed learning model was used as the theoretical framework for the development of an education program. Mixed-method was applied in this research study. 165 undergraduate students from a nursing college were divided into experimental group (n=32) and control group (n=133). Pre- and post-tests were implemented to evaluate the effectiveness of this education program using the self-directed learning scale of nursing undergraduates. Qualitative interview was undertaken within participants from the experimental group to obtain their insights into the influence of this program. RESULTS: Both quantitative and qualitative analyses showed that the program contributed to nursing students' self-directed learning ability. In the experimental group, the post-test score showed an increase compared with pretest score (p<0.05). The score of experimental group was higher than control group (p<0.05) after 18months training, while there was no difference between them before this program. Qualitative results from 9 students' experience were formulated as three main thematic categories: influence on awareness, influence on learning activities and influence on learning environment. It can be found in the qualitative analysis that learners benefited from this program. CONCLUSION: The education program contributes to the improvement of nursing undergraduates' self-directed learning. Various pedagogic methods could be applied for self-directed learning.

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.

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.