The Autonomous Learning Of Vocational Nursing Students And Research About Psychological Intervention In Chengdu

Objectives1. Understand vocational nursing students’autonomous learning ability and the learning psychological status.2. Analyze the related factors of vocational nursing students’autonomous learning.2. Analyze the effect of psychological intervention scheme for improving students’autonomous learning ability.Objects and MethodsThis study takes cluster samples of3vocational nursing schools in Chengdu firstly, and then uses purpose sampling to take521students in grade2. It adopts questionnaire survey to these students. Through the result of questionnaire survey, the study intervenes in the students whose autonomous learning ability is worse. Then it analyses the effect of psychological intervention scheme.Survey toolsSurvey tools are the revising scale "self-directed learning readiness questionnaire" and questionnaire "learning motivation and strategy"(MSLQ questionnaire). Two questionnaires can test students’autonomous learning ability. Psychological intervention scheme is made through the methods of reviewing the literature, members brainstorming method, Delphi method. After the psychological intervention, this study use evaluation tool again to analyze the effect of psychological intervention scheme.Statistical methodsAfter all the questionnaire data complicated, we use Epidata3.1to establish database, Real-time verification double entry input, software SPSS13.0for factors variance analysis. Then we analyze the related factors of vocational nursing students’autonomous learning and the effect of psychological intervention scheme for improving students’autonomous learning ability.Results1. Through the result of self-directed learning readiness questionnaire, it shows that the scales "self-management" and "teaching mode evaluation" account for the lower proportion, only68.2%and52.3%. The difference was not statistically significant (P>0.05) in different schools students.2. Through the result of MSLQ questionnaire, it finds that the scales "Self-efficacy" and "self-adjusting" account for the lower proportion, only62.1%and57.3%. The difference was not statistically significant (P>0.05) in different schools students. 3. After the psychological intervention, the result of self-directed learning readiness questionnaire shows that scales of "self-management""learning-enthusiasm""self-control" have significant difference (P<0.05); From MSLQ, scales of "intrinsic value""cognitive strategies to use" have significant difference (P<0.05). Comparing students’grades before and after psychological intervention, the average grades improved.Conclusion1. The survey finds that the students’learning strategy is not good, and the self-evaluation is not high. Students’learning state and emotional self-adjusting is relatively worse. Meanwhile, students’time planning, learning organization and goal setting show the poor ability, and students are not very satisfied with the teaching mode.2. Psychological intervention scheme is helpful for the improvement of students’ autonomous learning ability, and it can be used for promotion.