Wang Jiayu, Yu Zhenwei, Wang Lingyu, Xing Ye, Lu Yu, Tao Jun, Lin Taoyu, Bai Xue
School of Nursing, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China.
Department of Emergency Critical Care Medicine, Xiangyang Central Hospital, Affiliated Hospital of Hubei University of Arts and Science, Xiangyang, 441021, China.
BMC Nurs. 2025 May 26;24(1):594. doi: 10.1186/s12912-025-03227-1.
With the continuous development of medical technology, the demand for high-quality of nursing student training is increasing, and nursing, as an important part of health care service work, is facing new challenges. In recent years, the proportion of nursing undergraduates among registered nurses in China has been increasing year by year. Enhancing the completion ability of nursing students and improving the quality of undergraduate nursing training is a need for the development of nursing education. This study aimed to investigate the correlation among metacognitive ability, perceived campus atmosphere ability, and completion ability in nursing students. It also examined the mediating role of perceived campus atmosphere ability between metacognitive ability and completion ability, as well as the moderating impact of the simulation teaching method.
A cross-sectional design was employed, recruiting 775 nursing students from 14 universities using a multi-center stratified random sampling method between August and November 2023. Various questionnaires, including a general information questionnaire, metacognitive ability questionnaire, perceived campus atmosphere questionnaire, and completion ability questionnaire, were utilized in the survey. PROCESS Macro for SPSS 26.0 was used to examine the mediating impact. The Bootstrap approach was used to assess the mediating effect model.
The total completion ability score was 171.17 ± 44.30 points. Metacognitive ability showed a positive correlation with completion ability ([Formula: see text]=0.724, P < 0.01). Perceived campus atmosphere ability was positively correlated with metacognitive ability ([Formula: see text]=0.418, P < 0.01) and completion ability ([Formula: see text]=0.398, P < 0.01), acting as a partial mediator between them. The simulation teaching method moderated the relationship between metacognitive ability and completion ability, with metacognitive ability having a more significant predictive effect on the completion ability of nursing students who received simulation teaching.
The completion ability of nursing students is at a medium level and has significant potential for improvement. Enhancing metacognitive ability and perceived campus atmosphere can boost the completion ability of nursing students, particularly those who received simulation teaching.
Not applicable.
随着医学技术的不断发展，对高素质护理专业学生培养的需求日益增加，而护理作为医疗保健服务工作的重要组成部分，正面临新的挑战。近年来，我国注册护士中护理本科毕业生的比例逐年上升。提高护理专业学生的结业能力，提升本科护理培养质量是护理教育发展的需要。本研究旨在探讨护理专业学生元认知能力、感知校园氛围能力与结业能力之间的相关性。同时考察感知校园氛围能力在元认知能力与结业能力之间的中介作用，以及模拟教学法的调节作用。
采用横断面设计，于2023年8月至11月间运用多中心分层随机抽样方法，从14所大学招募775名护理专业学生。调查中使用了多种问卷，包括一般信息问卷、元认知能力问卷、感知校园氛围问卷和结业能力问卷。使用SPSS 26.0的PROCESS宏程序检验中介作用。采用Bootstrap方法评估中介效应模型。
结业能力总得分171.17±44.30分。元认知能力与结业能力呈正相关（[公式：见原文]=0.724，P<0.01）。感知校园氛围能力与元认知能力（[公式：见原文]=0.418，P<0.01）和结业能力（[公式：见原文]=0.398，P<0.01）呈正相关，在两者之间起部分中介作用。模拟教学法调节了元认知能力与结业能力之间的关系，元认知能力对接受模拟教学的护理专业学生的结业能力具有更显著的预测作用。
护理专业学生的结业能力处于中等水平，有显著的提升潜力。提高元认知能力和感知校园氛围可以提升护理专业学生的结业能力，尤其是接受模拟教学的学生。
不适用。
