Zhang Siai, Zhao Bingyan, Li Xuejiao, Zhang Chunmei, Lin Xinyu, Zhang Yajun, Li Jiajia, Lai Cuiwei
Cardiac Intensive Care Unit (CICU), Meizhou People's Hospital (Meizhou Academy of Medical Sciences), Meizhou, Guangdong province, China.
Graduate School, Tianjin University of Traditional Chinese Medicine, Tianjin, China.
Heliyon. 2024 Jul 24;10(15):e35150. doi: 10.1016/j.heliyon.2024.e35150. eCollection 2024 Aug 15.
The advent of online education has become indispensable for nursing students seeking to acquire knowledge. However, the efficacy of online education often falls short of initial expectations. Deep learning (DL) can assist learners tackle complex problems and make innovative decisions. Despite its potential, there has been limited exploration into the underlying mechanisms of DL among nursing students, both domestically and globally. This study examined the potential moderating effect of psychological capital (PC) on the association between academic self-concept (AS-c) and DL among nursing students from China enrolled in online courses. Conducted from October 2022 to January 2023, the survey involved 635 nursing students from four public universities in eastern China, utilizing convenience sampling. Data was collected using the AS-c scale, psychological capital scale, and DL scale in online courses. Correlation analyses, univariate analyses, multiple linear regression analyses, and the PROCESS macro were employed for a comprehensive examination. The results revealed a strong positive relationship between nursing students' DL and both their AS-c (r = 0.766, < 0.01) and PC (r = 0.714, < 0.01), respectively. Additionally, the effect of AS-c on DL was stronger among individuals with high PC (β = 0.34, SE = 0.03, < 0.001) compared to those with low (β = 0.29, SE = 0.02, < 0.001) or medium (β = 0.24, SE = 0.02, < 0.001) levels of PC, indicating that PC exerts moderating effects and promotes DL among nursing students enrolled in online courses. Based on these findings, several implications are suggested for the theory and practice of facilitating DL.
在线教育的出现对于寻求获取知识的护理专业学生而言已变得不可或缺。然而，在线教育的效果往往未达最初预期。深度学习（DL）可以帮助学习者解决复杂问题并做出创新性决策。尽管其具有潜力，但国内外对于护理专业学生深度学习的潜在机制探索有限。本研究考察了心理资本（PC）对中国在线课程护理专业学生学术自我概念（AS-c）与深度学习之间关联的潜在调节作用。该调查于2022年10月至2023年1月进行，采用便利抽样法，涉及中国东部四所公立大学的635名护理专业学生。通过在线课程使用AS-c量表、心理资本量表和深度学习量表收集数据。采用相关性分析、单因素分析、多元线性回归分析以及PROCESS宏进行全面检验。结果显示，护理专业学生的深度学习与他们的AS-c（r = 0.766，<0.01）和PC（r = 0.714，<0.01）之间分别存在强正相关关系。此外，与低（β = 0.29，SE = 0.02，<0.001）或中等（β = 0.24，SE = 0.02，<0.001）心理资本水平的个体相比，高心理资本个体中AS-c对深度学习的影响更强（β = 0.34，SE = 0.03，<0.001），这表明心理资本发挥调节作用并促进了参与在线课程的护理专业学生的深度学习。基于这些发现，针对促进深度学习的理论和实践提出了若干启示。
