School of Nursing, Anhui Medical University, No.81 Meishan Road, Shushan District, Hefei City 230032, Anhui Province, PR China.
School of Nursing, Anhui Medical University, No.81 Meishan Road, Shushan District, Hefei City 230032, Anhui Province, PR China.
Nurse Educ Today. 2024 Nov;142:106356. doi: 10.1016/j.nedt.2024.106356. Epub 2024 Aug 14.
Adequate professional preparation of nursing undergraduates is conducive to developing health care careers. Deep learning is important for enhancing nursing competencies and the overall quality of students. However, limited research has been conducted to explore deep learning and its associated factors for students in higher nursing education.
To describe the level of deep learning and explore its associated factors among Chinese nursing undergraduates.
A cross-sectional study.
This study was conducted at a medical university in Anhui Province, China.
Convenience sampling was used to survey 271 nursing undergraduates between July and September 2023.
The survey included questions about general information, deep learning, and critical thinking disposition. Nonparametric tests were used to distinguish the intergroup differences. Correlations were evaluated using Spearman's rank correlation analysis. Hierarchical multiple regression analysis was performed to determine the influencing factors.
The deep learning score of the nursing undergraduates was 3.82 (3.56, 4.00). Hierarchical multiple regression analysis revealed that gender (β = 0.10, P = 0.044), experience as a student leader (β = 0.10, P = 0.049), and critical thinking disposition (β = 0.60, P = 0.000) significantly impacted deep learning. All the variables explained 41.1 % of the total mean score variance for deep learning.
Chinese nursing undergraduates showed upper-middle levels of deep learning. Gender, experience as a student leader, and critical thinking disposition were significantly associated factors of deep learning. Nursing educators should provide targeted interventions for deep learning to facilitate the professional competencies of these students.
充分的护理本科生专业准备有利于护理职业的发展。深度学习对于提高护理能力和学生的整体素质非常重要。然而，对于高等护理教育学生的深度学习及其相关因素的研究有限。
描述中国护理本科生的深度学习水平，并探讨其相关因素。
横断面研究。
本研究在中国安徽省的一所医科大学进行。
采用便利抽样法，于 2023 年 7 月至 9 月期间调查了 271 名护理本科生。
调查内容包括一般信息、深度学习和批判性思维倾向。使用非参数检验来区分组间差异。使用 Spearman 等级相关分析评估相关性。采用分层多元回归分析确定影响因素。
护理本科生的深度学习得分为 3.82（3.56，4.00）。分层多元回归分析显示，性别（β=0.10，P=0.044）、学生干部经历（β=0.10，P=0.049）和批判性思维倾向（β=0.60，P=0.000）对深度学习有显著影响。所有变量共同解释了深度学习总平均分变异的 41.1%。
中国护理本科生表现出中上水平的深度学习。性别、学生干部经历和批判性思维倾向是深度学习的显著相关因素。护理教育者应针对深度学习提供有针对性的干预措施，以促进这些学生的专业能力。
