Effects of the Type of Writing Reflective Journals on Academic Self-efficacy and Problem Solving Ability in Nursing Students taking a Fundamental Nursing Skills Course

2017 ◽  
Vol 19 (5) ◽  
pp. 2825-2839 ◽  
Author(s):  
Mi Young Jho ◽  
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
Reflective Journals ◽  
Nursing Skills ◽  
Academic Self Efficacy

scholarly journals The Significance of Self-directed Learning Readiness, Academic Self-efficacy, and Problem-solving Ability Among Filipino Nursing Students

2021 ◽  
Vol 20 (10) ◽  
pp. 83-94
Author(s):  
Johnny J. Yao
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
The Philippines ◽  
Future Research ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
Indirect Association ◽  
Academic Self Efficacy

A professional skill that permits nursing students to carry out nursing interventions in the workplace is the ability to solve health care problems. This is essential if they want to become professional nurses. Educators have been attempting to establish effective instructional techniques to improve nursing students’ problem-solving abilities. This study examined the relationship between problem-solving ability, academic self-efficacy, and self-directed learning readiness (SDLR) among nursing students. This study utilized a descriptive correlational study and recruited 170 nursing students in a private higher education institution in the Philippines. Standardized questionnaires were distributed, and data were analyzed using descriptive and inferential statistics. Results show that there is a significant indirect association between problem-solving ability and SDLR (r = -0.525, p < 0.001). Secondly, there is a significant direct association between SDLR and academic self-efficacy (r = 0.549, p < 0.001). Lastly, there is a significant indirect association between academic self-efficacy and problem-solving ability (r = -0.505, p < 0.001). The findings substantiate the assumptions of the study that academic self-efficacy, SDLR, and problem-solving ability of students have relationships with each other. Thus, students who are self-directed learners and are confident with their abilities of success in school tasks are able to solve complex problems or issues. Future research may be explored using longitudinal designs to be able to ascertain the causal link and directionality of the variables related to the present study.

scholarly journals The Relationship between Self-Directed Learning and Problem-Solving Ability: The Mediating Role of Academic Self-Efficacy and Self-Regulated Learning among Nursing Students

2021 ◽  
Vol 18 (4) ◽  
pp. 1738
Author(s):  
Younghui Hwang ◽  
Jihyun Oh
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
Multiple Mediation ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning ◽  
The Relationship ◽  
Academic Self Efficacy

Problem-solving ability is necessary for the clinical reasoning and decision-making of nurses to solve patients’ health problems. This study aims to investigate the association between self-directed learning and problem-solving ability using the multiple mediation model to identify strategies to enhance problem-solving ability in nursing students. This is a descriptive survey study of 193 nursing students from two universities in South Korea. Data about self-directed learning, self-regulated learning, academic self-efficacy, and problem-solving ability were collected using structured questionnaires between 5 March and 17 June 2018, and were analyzed using serial multiple mediation analysis. The direct effect of self-directed learning on problem-solving ability was statistically significant. The serial multiple mediation technique predicting problem-solving ability from self-directed learning, academic self-efficacy, and self-regulated learning was significant, explaining 40% of the variance in problem-solving ability. The relationship between self-directed learning and problem-solving ability was partially mediated by academic self-efficacy and self-regulated learning. This study suggests the suitability of considering academic self-efficacy and self-regulated learning together when conducting self-directed learning to improve nursing students’ problem-solving ability.

scholarly journals THE EFFECTS OF ACTION LEARNING-CHILDREN’S NURSING CLINICAL PROGRAM (AL-CNCP) ON PROBLEM SOLVING ABILITIES, COMPETENCY IN NURSING SKILLS, SELF-EFFICACY FOR GROUP WORK, AND TEAM EFFICACY OF NURSING EDUCATION

2021 ◽  
Vol 10 (5) ◽  
pp. 3316-3323
Author(s):  
Seok-Young Han
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Group Work ◽  
Self Efficacy ◽  
Action Learning ◽  
Control Group ◽  
Team Efficacy ◽  
Nursing Skills ◽  
Clinical Program ◽  
Experimental Group

Background: This study was conducted to examine the effects of Action Learning-Children’s Nursing Clinical Program (AL-CNCP) for nursing students. Methods: A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. The study participants were 82 nursing students (42 in the experimental group and 40 in the control group) from G metropolitan city in South Korea. The experimental group took part in the AL-CNCP, which was scheduled to take place twice per week for 10 days, while the control group took part in a traditional pediatric nursing practice education. The data were analyzed using descriptive statistics, χ²-test, ANCOVA, and an independent t-test using SPSS/WIN 22.0. Conclusion: There were significant increases in problem solving abilities (t=4.49, p<.001), competency in nursing skills (t=3.99, p<.001), self-efficacy for group work (t=3.91, p<.001), and team efficacy (t=2.25, p=.027) in the experimental group compared to the control group. Based on the findings, this study indicates that AL-CNCP is an effective teaching-learning method to improve problem solving abilities, competency in nursing skills, self-efficacy for group work, and team efficacy of nursing students.

scholarly journals Role of academic self-efficacy in the relationship between self-directed learning readiness and problem-solving ability among nursing students

2018 ◽  
Vol 5 (1) ◽  
pp. 75-81 ◽  
Author(s):  
Xiao-Hong Zhang ◽  
Li-Na Meng ◽  
Hui-Hui Liu ◽  
Ru-Zhen Luo ◽  
Chun-Mei Zhang ◽  
...  
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
Positive Impact ◽  
Mediating Effect ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
The Relationship ◽  
Academic Self Efficacy

Abstract Objective Problem-solving should be a fundamental component of nursing education because it is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problem-solving ability, and academic self-efficacy among undergraduate nursing students. Methods From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China, using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and self-designed demographics. The response rate was 85.8%. Results For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level, while problem-solving abilities were at a low level. There were significant positive correlations among the students’ self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students’ self-directed learning readiness and problem-solving ability. Conclusions To enhance students’ problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students’ education.

scholarly journals A Cross-Sectional Study: What Contributes to Nursing Students’ Clinical Reasoning Competence?

2021 ◽  
Vol 18 (13) ◽  
pp. 6833
Author(s):  
Soomin Hong ◽  
JuHee Lee ◽  
Yeonsoo Jang ◽  
Yoonju Lee
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Clinical Reasoning ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Development Planning ◽  
Continuous Variables ◽  
Cross Sectional ◽  
Clinical Practicum ◽  
Academic Self Efficacy

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.

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