Li Xiangxiang, Wang Meifang, Feng Xiujuan, Yin Xiumin, Liang Juan
Department of Nursing and Rehabilitation, Xi'an Jiaotong University City College, Xi'An, China.
Department of Thoracic Surgery, Shandong Provincial Hospital Affiliated to Shandong First Medical University, Jinan, China.
Front Psychol. 2024 Nov 14;15:1450462. doi: 10.3389/fpsyg.2024.1450462. eCollection 2024.
Developing self-directed learning in undergraduate nursing students affects not only their learning and their lives, but also their future professional development and the quality of their future practice in clinical nursing. Hence, it is paramount to prioritize and cultivate self-directed learning capabilities among undergraduate nursing students, as this not only enhances their academic pursuits but also equips them with essential lifelong learning skills crucial for the dynamic healthcare landscape.
To delve into the intricate relationship between metacognitive abilities and self-directed learning practices among nursing students, while concurrently examining the mediating roles of psychological capital and interpersonal communication in this interconnected framework. This exploration aims to provide insights into how these factors interplay to influence the self-directed learning capabilities of nursing students.
A total of 662 undergraduate nursing students from one university in China were selected as participants in the survey, utilizing stratified random sampling between September 2023 and December 2023. Of these, an impressive 639 students (96.52%) provided valid responses. The Metacognitive Assessment Inventory, Adolescent Sense of Psychological Capital Scale, Supportive Communication Scale, and Self-Directed Learning Ability Scale were employed to comprehensively assess the metacognitive abilities, psychological capital, interpersonal communication skills, and self-directed learning capacities of nursing students. Pearson correlation analysis was subsequently utilized to delve into the related relationships among these variables. To test the mediating effects, the Bootstrap method, specifically Model 6 of the SPSS-Process package devised by Hayes, was applied.
The findings revealed a robust positive correlation among metacognitive ability, psychological capital, interpersonal communication ability, and self-directed learning ability, with all associations reaching statistical significance at < 0.01. Notably, the mediating roles of psychological capital and interpersonal communication in the relationship between metacognitive ability and self-directed learning were significant, as evidenced by the analysis (R = 0.347, F = 67.278, < 0.001). Furthermore, the results indicated that metacognitive ability exerts an indirect influence on self-directed learning through a sequential chain of mediation involving psychological capital and interpersonal communication ability.
This finding highlights the intricate interplay between these factors, suggesting that enhancing nursing students' metacognitive abilities may indirectly bolster their self-directed learning by first fortifying their psychological capital and then fostering stronger interpersonal communication skills.
培养本科护生的自主学习能力不仅影响他们的学习和生活，还关系到他们未来的职业发展以及临床护理实践的质量。因此，优先培养本科护生的自主学习能力至关重要，因为这不仅能提升他们的学业追求，还能使他们具备对动态医疗环境至关重要的终身学习技能。
深入探究护生元认知能力与自主学习实践之间的复杂关系，同时考察心理资本和人际沟通在这一相互关联框架中的中介作用。本探索旨在深入了解这些因素如何相互作用以影响护生的自主学习能力。
2023年9月至2023年12月期间，采用分层随机抽样的方法，选取了中国某一所大学的662名本科护生作为调查对象。其中，639名学生（96.52%）提供了有效回复。采用元认知评估量表、青少年心理资本量表、支持性沟通量表和自主学习能力量表，全面评估护生的元认知能力、心理资本、人际沟通能力和自主学习能力。随后采用Pearson相关分析探究这些变量之间的相关关系。为检验中介效应，应用了Bootstrap方法，具体为Hayes设计的SPSS-Process软件包中的模型6。
研究结果显示，元认知能力、心理资本、人际沟通能力和自主学习能力之间存在显著的正相关，所有关联在<0.01水平上均具有统计学意义。值得注意的是，心理资本和人际沟通在元认知能力与自主学习之间的关系中起到了显著的中介作用，分析结果表明（R = 0.347，F = 67.278，<0.001）。此外，结果表明元认知能力通过心理资本和人际沟通能力这一连续的中介链条对自主学习产生间接影响。
这一发现凸显了这些因素之间的复杂相互作用，表明提高护生的元认知能力可能首先通过增强他们的心理资本，然后培养更强的人际沟通技能，间接地促进他们的自主学习。
