Permana Bhakti, Yusuf Ah, Bakar Abu, Lindayani Linlin
Faculty of Nursing, University of Airlangga, Surabaya, Indonesia.
STIKep PPNI Jawa Barat, Bandung, Indonesia.
SAGE Open Nurs. 2024 Feb 2;10:23779608231226072. doi: 10.1177/23779608231226072. eCollection 2024 Jan-Dec.
Caring is learned through faculty role-modeling and clinical interactions, enhancing nursing students' caring character. Relationship between caring, motivation, teacher experience, and learning environment remains uncertain.
The present study aimed to explore the relationship between their caring characters, motivation, lecturer experience, and learning environment among undergraduate nursing students in Indonesia.
A cross-sectional study was conducted between December 2022 and February 2023, recruiting 550 undergraduate nursing students from 10 universities in West Java province, Indonesia. The study included instruments such as students' perceptions of learning, academic motivation scale, service quality assessment of instructional laboratories, and caring character learning instrument. The Bootstrap analysis was used to analyze the mediating effect of study variable.
The study involved participants aged 20-25 years. The mean scores for caring characters, lecturer experience, motivation, and learning environment were 2.18 ± 0.97, 3.46 ± 1.20, 4.32 ± 1.53, and 5.96 ± 2.08, respectively. The results showed significant direct effects of lecturer experience on caring character, mediating effects of learning environment, motivation, and chain mediating effects of learning environment and motivation. The direct effect accounted for 44.34% of the total effect, while the indirect effect was 35.21%.
The study found that learning environment and motivation mediate the relationship between lecturer experience and caring characters among undergraduate nursing students in West Java, Indonesia. Emphasizing best practices and creating a student-friendly environment is crucial for fostering guidance and support.
关怀是通过教师的榜样作用和临床互动来学习的，这有助于增强护理专业学生的关怀品质。关怀、动机、教师经验和学习环境之间的关系尚不确定。
本研究旨在探讨印度尼西亚本科护理专业学生的关怀品质、动机、讲师经验和学习环境之间的关系。
于2022年12月至2023年2月进行了一项横断面研究，从印度尼西亚西爪哇省的10所大学招募了550名本科护理专业学生。该研究使用了学生对学习的认知、学术动机量表、教学实验室服务质量评估和关怀品质学习工具等。采用Bootstrap分析来分析研究变量的中介效应。
该研究涉及年龄在20 - 25岁之间的参与者。关怀品质、讲师经验、动机和学习环境的平均得分分别为2.18±0.97、3.46±1.20、4.32±1.53和5.96±2.08。结果显示讲师经验对关怀品质有显著的直接效应，学习环境、动机有中介效应，学习环境和动机有链式中介效应。直接效应占总效应的44.34%，而间接效应为35.21%。
该研究发现，学习环境和动机在印度尼西亚西爪哇本科护理专业学生的讲师经验和关怀品质之间起中介作用。强调最佳实践并营造有利于学生的环境对于提供指导和支持至关重要。
