Liu Dun, Lin Jianbin, Zhang Jincheng, Luo Xinchu
The School of Nursing, Fujian Medical University, Fuzhou, Fujian, China.
Fujian Health College, Fuzhou, Fujian, China.
Front Psychol. 2025 Jul 2;16:1606156. doi: 10.3389/fpsyg.2025.1606156. eCollection 2025.
There is currently a lack of research on the change in self-study ability, critical thinking ability, collaborative ability, and problem-solving ability in undergraduate nursing students before and after completing professional courses with blending teaching, as well as the mutual influence of different abilities.
To understand the longitudinal and bidirectional relationships among self-study ability, critical thinking ability, collaborative ability, and problem-solving ability in undergraduate nursing students.
A longitudinal study design was implemented, incorporating two distinct temporal measurement points: baseline assessment prior to the commencement of professional nursing courses and subsequent evaluation following course completion. Correlation analysis and a cross-lagged model were used to explore the changes in various abilities of undergraduate nursing students before and after completing professional courses, as well as the interactions between different abilities.
Problem-solving skills were correlated with various other variables. Self-directed learning ability at the initial time point was negatively correlated with certain variables. Self-study ability had a significant and negative predictive effect from Time 1 to Time 2. Collaborative ability significantly and positively influenced self-study ability from Time 1 to Time 2. Problem-solving ability showed a significant and positive predictive effect from Time 1 to Time 2 and positively influenced collaborative ability from Time 1 to Time 2. Self-study ability had a significant and negative impact on critical thinking from Time 1 to Time 2.
Undergraduate Nursing students' self-study, collaborative, and problem-solving abilities are interrelated. Beginning in the early years of study, educators should revamp teaching methods and models to assist students in unlearning conventional learning and thought processes. Teachers should aim to foster collaborative problem-solving skills by applying knowledge, thereby augmenting students' overall problem-solving proficiency.
目前缺乏关于本科护理专业学生在完成融合教学的专业课程前后自学能力、批判性思维能力、协作能力和解决问题能力的变化，以及不同能力之间相互影响的研究。
了解本科护理专业学生自学能力、批判性思维能力、协作能力和解决问题能力之间的纵向和双向关系。
采用纵向研究设计，纳入两个不同的时间测量点：专业护理课程开始前的基线评估和课程完成后的后续评估。使用相关分析和交叉滞后模型来探讨本科护理专业学生在完成专业课程前后各种能力的变化，以及不同能力之间的相互作用。
解决问题的技能与其他各种变量相关。初始时间点的自主学习能力与某些变量呈负相关。自学能力从时间1到时间2有显著的负向预测作用。协作能力从时间1到时间2对自学能力有显著的正向影响。解决问题能力从时间1到时间2有显著的正向预测作用，并且从时间1到时间2对协作能力有正向影响。自学能力从时间1到时间2对批判性思维有显著的负向影响。
本科护理专业学生的自学、协作和解决问题能力是相互关联的。从学习初期开始，教育工作者应改进教学方法和模式，帮助学生摒弃传统的学习和思维方式。教师应致力于通过应用知识培养协作解决问题的技能，从而提高学生的整体问题解决能力。
