Nursing College of Nanchang University, China.
Wuhan Central Hospital, China.
Nurse Educ Pract. 2023 Oct;72:103793. doi: 10.1016/j.nepr.2023.103793. Epub 2023 Sep 29.
To investigate the interrelationships of medical education environment perception, learning engagement and self-regulated learning ability among Chinese undergraduate nursing students.
After the outbreak of COVID-19, great changes have taken place in the medical education environment, many offline teaching and academic activities have been replaced by online activities. Students' learning engagement influences the efficiency of online learning. However, the mediating effect of self-regulated learning (SRL) ability between medical education environment perception and learning engagement is unclear.
This study involved a cross-sectional descriptive correlational research.
A total of 228 undergraduatenursing students who were attending online learning were included in this study.This investigation adopted Dundee Ready Educational Environment Measure scale (DREEM), Motivated Strategies for Learning Questionnaire (MSLQ) and Utrecht Work Engagement Scale-Student scale (UWES-S) to respectively know about the levels of medical education environment perception, self-regulating and learning engagement. The structural equation model and bootstrap method were used to clarify the association and interaction among the three variables.
The scores of nursing students' medical education environment perception, SRL ability and learning engagement were 135.64 ± 15.12, 161.39 ± 22.57 and 68.01 ± 11.77, respectively. Perception of medical education environment directly affects learning engagement (β = 0.556, P < 0.001). SRL ability partially mediated the effect of medical environment perception on learning engagement (x/df = 1.427, RMSEA = 0.043, GFI = 0.962, NFI = 0.954, TLI = 0.980, CFI = 0.986), and the variance was 30.8 %.
SRL ability plays a mediating role between medical education environment perception and learning engagement. Nursing educators should continuously optimize the online education environment, such as designing intelligent teaching platform or software, adopting interactive teaching methods, strengthening professional value education and encouraging peer learning, so as to meet the requirements of nursing students' learning engagement in the new medical education environment.
调查中国本科护理学生医学教育环境感知、学习投入和自我调节学习能力的相互关系。
新冠肺炎疫情爆发后，医学教育环境发生了巨大变化，许多线下教学和学术活动已被线上活动取代。学生的学习投入影响着在线学习的效率。然而，自我调节学习（SRL）能力在医学教育环境感知和学习投入之间的中介作用尚不清楚。
这是一项横断面描述性相关性研究。
本研究共纳入 228 名正在接受在线学习的本科护理学生。采用德丁教育环境感知量表（DREEM）、学习动机策略量表（MSLQ）和乌得勒支工作投入量表-学生量表（UWES-S）分别了解医学教育环境感知、自我调节和学习投入的水平。采用结构方程模型和自举法来阐明这三个变量之间的关联和相互作用。
护理学生的医学教育环境感知、自我调节学习能力和学习投入得分分别为 135.64±15.12、161.39±22.57 和 68.01±11.77。医学教育环境感知直接影响学习投入（β=0.556，P<0.001）。自我调节学习能力部分中介了医学环境感知对学习投入的影响（x/df=1.427，RMSEA=0.043，GFI=0.962，NFI=0.954，TLI=0.980，CFI=0.986），中介效应占总效应的 30.8%。
自我调节学习能力在医学教育环境感知和学习投入之间起中介作用。护理教育者应不断优化在线教育环境，如设计智能教学平台或软件、采用互动教学方法、加强专业价值观教育和鼓励同伴学习，以满足新医学教育环境中护理学生学习投入的要求。
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