护理专业本科学生自我导向学习能力现状及相关因素分析

目的 了解不同层次护理本科学生自我导向学习现状及其相关因素,为促进护理本科学生自我导向学习提供依据.方法便利选取江苏省和上海市2所高等护理院校全日制在校一至四年级921名护理本科学生为调查对象,应用护理学生一般资料调查表和自我导向学习评定量表(SRSSDL)进行调查.结果 护理专业本科学生自我导向学习能力总分为(224.32±27.51)分,各维度得分为:人际关系技能(46.85±6.40)分、学习意识(45.56±5.98)分、学习策略(44.73±6.26)分、学习评价(44.33±6.34)分、学习行为(42.85±6.16)分.一年级和四年级学生自我导向学习总分高于二年级和三年级(P＜0.05).影响护理本科学生自我导向学习能力的相关因素有:学习资源、学习习惯、自我导向学习经历、小组学习、学习动机、学习困难.结论 护理专业本科学生具有一定的自我导向学习能力.护理教育者可根据自我导向学习相关影响因素,针对不同年级、不同批次学生的自我导向学习能力现状采取相应的指导和教学策略,有效促进学生的自我导向学习.

Self-directed learning and its related factors among nursing undergraduate students

Objective To investigate the level and related factors of self-directed learning(SDL) among different levels of nursing undergraduate students.Methods A total of 921 undergraduate nursing students from grade 1 to 4 in two nursing schools were investigated with Self-Rating Scale For Self-Directedness in Learning(SRSSDL).Results The total score of SRSSDL was 224.32±27.51.The scores of five dimensions from the highest to the lowest were as follow:interpersonal skills(46.85±6.40),learning awareness(45.56±5.98),learning strategies(44.73±6.26),learning evaluation(44.33±6.34) and learning activities(42.85±6.16).Students in grade 1 and grade 4 showed higher score than those in grade 2 and grade 3(P<0.05).The score of self-directed learning was related to learning resources,learning habits,experience of SDL,team work,learning motivation and learning difficulties.Conclusions Nursing undergraduate students have certain level of SDL ability.Nursing educators should provide corresponding guidance and teaching strategies for students in different grades to further improve the students’ SDL ability.