Adaption And Its Use Of Chinese Version Of Self-rating Scale For Self-directedness In Learning In Nursing Students

Objective:The main objectives of the study were:1. To introduce the Self-Rating Scale for Self-Directedness in Learning(SRSSDL) developed by Williamson, and make a cultural adaptation in a Chinese context;2. To assess the validity and reliability of the adopted SRSSDL to be used in a Chinese version;3. To assess the self-directed learning skills of nursing students using it in a Chinese version of SRSSDL,and to potentiate the external validity of the scale validating it in the nursing students in China.Methods:1.First, Get authorization to use the SRSSDL Scale from Willliamson. and then make a cultural and language translation.After translating and revising the SRSSDL,a total of1500nursing students were assessed with the Chinese Version of SRSSDL to evaluate its internal consistency, test-retest reliability, content validity, construct validity and collaborative validity.2.The descriptive cross-section study was conducted with1500Chinese nursing students(the pre-investigation of600people,the formal investigation of900people) from Nursing School of3universities in Shanghai and Jiangsu.Explore influencing factors in Chinese nursing students’self-directed learning with multiple regression method.And make a structural equation model to understand the direct, indirect effects,as well as measurement errors and influencing factors on nursing students’ self-directed learning.Results:1.The Cronbacha coefficient of the whole scale was0.966,and the5dimensions’ subscales were between0.868-0.899.The test-retest reliabilities of the total scale was0.855after2weeks, and the5dimensions’subscales were between0.726-0.853. The content validity index(CVI) of the whole scale was0.963,and the5dimensions’ subscales were ranged from0.917to1.000. Collaborative validity showed the score of SRSSDL was highly correlated the score of SDLI, r=0.867. Exploratory factor analysis supported a five-factor structure and their cumulative contribution rate was48.278%,The item adscription of the scale was the same as that by Williamson.2.The average score obtained by the participants was224.32(SD27.51) out of300, the readiness of the Chinese nursing students was moderate,the score of the5dimensions, from the highest to the lowest,were as follows:interpersonal skills, learning awareness, learning strategies, learning evaluation and learning activities. There was no difference of the average score between the undergraduate nursing students and diploma program students,but there was significant difference in learning strategies dimension and learning activities dimension between them.3.Influencing factors:Factors influence self-directed learning of Chinese nursing students were as follows learning resources, study habits, self-directed learning experience, team learning, motivation, and learning difficulties. The results of the structural equation model shown that learning resources, learning motivation,team study,and learning habits have a direct impact on self-directed learning awareness, according to the percentages of their contributions,the positive factors were ranked as follows:learning motivation,,team study,learning resources,learning habbits. Learning resources, learning motivation,team learning,and learning habits had direct impact on the score of self-directed learning,learning resources affect learning process indirectly through learning awareness.The direct factors influence interpersonal skills were learning resources,learning motivation,team learning;learning resources,learning motivation,team learning,learning habits had indirect impact on interpersonal skills through self-directed process.Conclusion:1.The SRSSDL was found to be a valid and reliable instrument in the Chinese version,and can be applied to the assessment for the self-directed learning ability of nursing students in China.2.Nursing students in China had a certain degree of self-directed learning ability, the factors that affect nursing students’self-directed learning were as follows sequentially:learning resources, learning habits, self-directed learning experience, team learning, learning motivation, difficulties of learning.Nursing teachers can take the appropriate guidance and teaching strategies targeted according to the situation of students’ self-directed learning,and then to promote their self-directed learning effectively.