Dentice Sara, Galazzi Alessandro, Chiappinotto Stefania, Kajander-Unkuri Satu, Grassetti Luca, Brugnolli Anna, Palese Alvisa
Department of Medicine, University of Udine, Udine, Italy.
Italian National Institute of Health, Rome, Italy.
J Nurs Manag. 2025 May 27;2025:1756024. doi: 10.1155/jonm/1756024. eCollection 2025.
The COVID-19 pandemic led to significant changes in nursing education; however, their impact on competencies and self-directed learning (SDL) skills achieved at the point of graduation has been limitedly investigated. To compare the perceived SDL skills and competencies at the time of graduation between pre- and postpandemic graduates; and to assess correlations, if any, between the SDL skills and competencies in both groups. A repeated cross-sectional study design following the Strengthening of the Reporting of Observational Studies in Epidemiology checklist. All 2019 (prepandemic) and 2023 (postpandemic group) new graduates from two Italian Universities and willing to participate were included. The Self-Rating Scale of SDL (SRSSDL) and the Nurse Competence Scale (NCS) were administered. Descriptive and inferential statistics were used. Postpandemic graduates reported slightly lower SDL scores (pre- 4.27 vs. postpandemic 4.18 out of 5, = 0.030), with significant declines in "Awareness" ( = 0.005), "Learning Strategies" ( < 0.001), and "Interpersonal Skills" factors ( = 0.007). Perceived overall competence as measured with the NCS was higher in the postpandemic group (pre- 68.01 out of 100 vs. post- 71.08, = 0.020), with significant gains in "Helping Role" ( = 0.005), "Teaching-Coaching" ( < 0.001), and "Ensuring Quality" dimensions ( < 0.001). Correlations between SDL skills and competencies perceived were weaker in the postpandemic group. The perceived competencies have improved while the SDL skills slightly declined in the postpandemic group, suggesting new needs of graduates in the transition to their professional role. The weak correlation between SDL skills and competencies in the postpandemic group underlines the importance of clinical experience in promoting self-direct learning. Nurse Managers are required to develop tailored strategies to support the transition process beyond the development of clinical competencies, with greater support for independence in learning-a crucial skill to become resilient and adaptable and to continually face the complexities of modern healthcare.
新冠疫情给护理教育带来了重大变革；然而，其对毕业时所具备的能力和自主学习（SDL）技能的影响却鲜有研究。比较疫情前和疫情后毕业生毕业时所感知到的SDL技能和能力；并评估两组中SDL技能与能力之间的相关性（若存在）。采用遵循《加强流行病学观察性研究报告规范》清单的重复横断面研究设计。纳入了来自两所意大利大学且愿意参与的所有2019年（疫情前）和2023年（疫情后组）的新毕业生。采用了自主学习自评量表（SRSSDL）和护士能力量表（NCS）。使用了描述性和推断性统计方法。疫情后毕业生报告的SDL得分略低（满分5分，疫情前为4.27分，疫情后为4.18分，P = 0.030），“意识”（P = 0.005）、“学习策略”（P < 0.001）和“人际技能”因素（P = 0.007）显著下降。用NCS衡量的感知整体能力在疫情后组更高（满分100分，疫情前为68.01分，疫情后为71.08分，P = 0.020），“帮助角色”（P = 0.005）、“教学指导”（P < 0.001）和“确保质量”维度（P < 0.001）有显著提高。疫情后组中感知到的SDL技能与能力之间的相关性较弱。疫情后组中感知到的能力有所提高，而SDL技能略有下降，这表明毕业生在向专业角色过渡时有了新的需求。疫情后组中SDL技能与能力之间的弱相关性凸显了临床经验在促进自主学习方面的重要性。护士长需要制定量身定制的策略，以支持毕业生的过渡过程，而不仅仅是培养临床能力，要更多地支持自主学习——这是培养适应能力和不断应对现代医疗复杂性的关键技能。
