Correlation Between Cognition And Attitude Of PBL And Self-directed Learning Of Nursing Students

Objective1. Have a good knowledge of students’cognition and attitude on problem-based learning (PBL) of Nursing Major from Hunan Province as well as the status quo of the implementation of PBL. Provide reference for more effectively carrying out the PBL Nursing teaching mode conforming to our country’s teaching situation.2. Use Self-Rating Scale-Directed Learning (SESSDL) to evaluate nursing students’self-directed learning status of our Province.3. Analyze relationships between self-directed learning and PBL teaching of nursing students as well as relevant influencing factors. Provide theoretical guidance for the implementation of the self-directed learning under the guidance of PBL teaching.Methods This study uses a cross-sectional survey research method and investigates480nursing students of8universities in Hunan Province by the application of stratified proportional random sampling method. By the means of descriptive statistics, t-test, Chi-square test, the Kruskal-wallis H test, Spearman correlation analysis and multiple linear regression analysis and so on, this paper provides the research object’s cognition and attitude on the PBL as well as the current situation of PBL, and compares to nursing students’cognition and attitude as well as the PBL implementation with different sources, different education levels and different grades; it analyzes factors that affects nursing students’self directed learning and PBL teaching; the SRSSDL scores from different demographic characteristics and different cognition, attitude as well as curriculum implement are analyzed comparably. And all data were input into SPSS13.0software for statistical description and inference.Results1. Only19.3%students from nursing department of our Province on understand or very understand the PBL while38.6%students have general knowledge. Only52.1%students have participated in PBL. The reason why they (69.7%) have not participated in is that their departments did not implement. The PBL attitude survey indicates that over80%students think opening PBL is necessary and very necessary, and have expressed a willingness to participate or to participate again in PBL.2.①the score differences of PBL necessity, willingness and implementation status from students between specialty degree and bachelor degree have no significance statistically(P>0.05); the scores for the PBL level of understanding and participating have difference, and students between specialty degree> bachelor degree (P<0.05);②the score differences of PBL necessity and willingness from students between the first grade and the second grade of the specialty level. The score differences of PBL necessity, willingness and implementation status, the second grade> the first grade (P<0.05).③the score differences of PBL necessity, willingness and implementation status from students of the first, second and third grade have not significance statistically(P>0.05); the scores of the PBL understanding level have differences, the third grade>the second grade>the first grade (P<0.05).3.①the total scores of nursing students’self-directed learning ability are (218.57±23.20), and the scores of all dimensions are from high to low:interpersonal skills (45.52±6.22), learning awareness (44.03±5.33), learning strategies (43.75±5.96), learning evaluation (43.51±5.43) and learning behavior (41.75±5.30);②SRSSDL scores and the average scores of the difference between boys and girls have no significance statistically (P>0.05);③for the SRSSDL scores and the average scores of the difference, students from the country<town students (P<0.05);④Besides learning behavior dimension, the total SRSSDL scores and the scores of other dimensions of three-year college students<it of university students;⑤the total SRSSDL scores and the scores of other dimensions of the first grade of three-year college students<it of the second grade;6learning awareness scores of the first grade of undergraduate<the third grade (P<0.05), and differences between other has not significance statistically (P>0.05).4.①the scores of SRSSDL differences have no have no significance statistically on whether they participated in the PBL, different PBL development level, the ratio of students to teachers, class hour arrangement, whether using network teaching platform and a variety of evaluation methods (P>0.05);②the SRSSDL scores of different PBL understanding degree, necessity and willingness have difference, the more the awareness of the necessity is, and the better and stronger will score higher, the SRSSDL scores are higher (P<0.05);③the SRSSDL scores of different PBL teaching resources; richness level, whether to contact multidisciplinary knowledge and whether to look up data have difference. The more abundant of PBL teaching resources, the more we emphasize contact of multidisciplinary knowledge and looking up data, the higher scores of the SRSSDL is (P<0.05);④the result of related analysis shows the stronger of PBL basic ability, the higher total score of SRSSDL, r=0.320, P<0.01; the stronger of the need level of interdisciplinary knowledge needs, the higher of total SRSSDL scores, P<0.01, r=0.204.5.①by the multivariate linear regression analysis of different demographic factors and PBL related factors, and there are6factors that finally enter the regression equation. The factors’effect sizes of the scores of SRSSDL are:PBL basic ability, academic level, the understanding degree of PBL, interdisciplinary knowledge demand, whether to want to take part in PBL, student source region. Stepwise regression equation has significance statistically(F=22.124, P=0.000) where R2=0.226can explains22.6%variations.②by the multivariate linear regression analysis of SRSSDL scores that PBL implement method affects, and there are3factors that finally enter the regression equation. The factors’effect sizes of the scores of SRSSDL are:PBL resources richness, whether to look up data, whether to emphasize multidisciplinary knowledge links. Stepwise regression equation has significance statistically(F=9.502, P=0.000) where R2=0.108can explains10.8%variations.Conclusions1. Nursing students of our Province lack of PBL understanding, but they have realized its importance, and hope to carry out PBL nursing teaching. They have strong demand of interdisciplinary knowledge and have had basic ability of PBL.2. At present, the nursing departments of our Province have less PBL Teaching, and the teaching process pays attention to connecting with the multidisciplinary knowledge, but PBL teaching implementation situation is not ideal, for example, The number of student learning group is excessive; self-study hour is obviously not enough; PBL teaching resources are not too rich and students use fewer auxiliary PBL teaching network platform and so on.3. The nursing students’self-directed learning of our Province is general. The interpersonal skills perform best followed by the sense of learning, and then the learning strategies are medium followed by the evaluation of learning, at last, the most need to strengthen is learning behavior.4. The main factors that the current PBL teaching affects students’ self-directed learning condition are interdisciplinary knowledge links and the utilization of information resources as well as the rich degree of PBL teaching resource. In addition, PBL cognition and attitude, related abilities, academic levels and students’resource regions can influence students’self-directed learning status.