Investigation Of Nusing Students' Self-Directed Learning Ability And Problem-Solving Ability

ObjectiveTo describe nusing students'self-directed learning ability and problem-solving ability and analyse the existing problems. To provide rational proposals for clinical nursing education.MethodsA cross-sectional survey was carried out from February to May 2009. A convenient sampling method was used to recruit 603 nursing students at 5 universities in Shanghai. The self-directed learning readiness for nursing education (Chinese translation version), the social problem-solving inventory (Chinese translation version) and nursing students' general questionnaire were used to measure the students'self-directed learning ability, problem-solving ability and clinical teaching and learning experience respectively. Based on the survey results and literature review, rational proposals for clinical nursing education were provided.Results1. The CVI for item content validity of self-directed learning readiness for nursing education was 0.952. The construct validity was also cofirmed by factor analysis with 62.3% variance. The total Cronbach s a coefficient was 0.968. The total test-retest reliability coefficient was 0.944.2. The total CVI of problem-solving inventory was 0.968. The construct validity was confirmed by factor analysis with 64.9% variance. The total Cronbach s a coefficient was 0.871 and the total test-retest reliability coefficient was 0.781.3. The mean score of the self-directed learning readiness was 144.19±22.27, and the mean score of the three dimensions (self-management, desire for learning and self-control) were 44.50±8.28,44.38±7.37,55.31±8.84 respectively. Students who experienced training of self-directed learning, group learning, and critical thinking during clinical practicing scored higher than the students who didn't experienced in the dimensions of self-management and self-control. Students who had no difficulties in learning or clinical practicing scored higher in the dimensions of self-management and self-control. The differences were statistically significant (P <0.001).4. The mean score of the five dimensions (positive problem orientation, rational problem solving, negative problem orientation, impulsivity\carelessness style, avoidance style) were 13.22±4.13,15.73±4.08,16.39±4.23,13.86±5.25 and 10.73±2.93 respectively. Students who experienced training of self-directed learning, group learning, and critical thinking scored higher than the students who didn't experienced in the dimensions of rational problem solving and positive problem orientation. Students who loved nursing scored higher in the dimension of positive problem orientation. Students who had difficulties in learning or clinical practicing scored higher in the dimensions of negative problem orientation and avoidance style. The differences were statistically significant (P<0.05).Conclusions1. Both the self-directed learning readiness for nursing education (Chinese translation version) and the social problem-solving inventory (Chinese translation version) were instruments with good reliability and validity. They can be used in measuring the nursing students'self-directed learning ability and problem-solving abilities or deficits.2. Most of the nursing students were not suitable for self-directed learning all by themselves. Emphasis should be put on the students who had difficulties in learning and clinical practicing. The self-directed learning, group learning, critical thinking and problem-solving training may be able to enhance students'self-directed learning ability.3. Nursing students'self-perceived problem-solving ability is not high. Emphasis should be put on the students who had difficulties in learning and clinical practicing. Self-directed learning, group learning, critical thinking training may be able to help students to improve problem-solving abilitiy.