Tải xuống
Tóm tắt
Background: Learning strategies play a crucial role in developing professional competencies and practice skills for nursing students. It is important for universities to understand students’ learning strategies in order to provide effective support. This study aims to examine the learning strategies of nursing students at the University of Medicine and Pharmacy at Ho Chi Minh city (UMP) and explore the relationship between educational environment factors and students’ learning strategies.
Methods: A descriptive cross-sectional study was conducted using the Motivated Strategies for Learning Questionnaire (MSLQ) and Dundee Ready Education Environment Measure (DREEM) questionnaires. The online survey involved 331 nursing students from year 1 to year 4. Pearson/Spearman correlation was used to analyze the relationship between educational environment factors and learning strategies.
Results: The mean score of students’ learning strategies ranged from 4.1 to 4.9. It was found that 98.2% of students had satisfactory learning strategies, with the highest rate in time management and learning environment (99.7%), and the lowest in critical thinking and studying with peers (73.4%). Most learning strategies showed moderate to very strong positive correlations with each other (r = 0.29 - 0.81, p < 0.001). Factors such as teaching methods, lecturers, and learning atmosphere had weak to moderate positive correlations with most students’ learning strategies (r = 0.15 - 0.45, p < 0.01).
Conclusions: Nursing students at UMP generally demonstrate effective learning strategies. However, interventions in teaching and learning environments are needed to enhance students’ critical thinking skills and promote collaborative learning. Developing these skills will improve education quality and prepare students for their future professional careers.
Tài liệu tham khảo
KIM S-H. The Mediating Effect of Self-Regulated Learning on the Relationships Among Emotional Intelligence, Collaboration, and Clinical Performance in Korean Nursing Students. Journal of Nursing Research. 2022;30(3):e212.
Fooladvand M, Yarmohammadian MH, Zirakbash A. The effect of cognitive and metacognitive strategies in academic achievement: A systematic review. New Trends and Issues Proceedings on Humanities and Social Sciences. 2017;3(1):313-22.
Araujo Jd, Gomes CMA, Jelihovschi EG. The factor structure of the Motivated Strategies for Learning Questionnaire (MSLQ): new methodological approaches and evidence. Psicologia: Reflexão e Crítica. 2023;36:38.
Nayak Shalini G. Impact of educational environment and learning approaches on academic outcome of undergraduate nursing students. International journal of caring sciences. 2019;12(3):1530.
Ngo DC, Nguyen TN, Phan TC. Factors affecting student’s positive learning and learning outcomes in Danang City. Dong Thap University Journal of Science. 2023;12(6):61-73.
Luong TL. Vietnamese university students’academic motivation [Thesis (Professional Doctorate)]: Griffith University; 2017.
Phuong NTA, Trang HTT, Duc TNM, Nguyet TT, Hang TT, Thao NTT, Huy NVQ. Exploring Learning Strategies of Nursing Students at Hue University of Medicine and Pharmacy, Vietnam. J Probl Based Learn. 2020;7(2):74-85.
Pintrich PR. A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). 1991.
Pintrich PR, Smith DA, Garcia T, McKeachie WJ. Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement. 1993;53(3):801-13.
Hoang LV, Sandie M, Joanne R. Translation and adaptation of the DREEM instrument: a Vietnamese nursing education pilot project. Vietnam National Nursing Journal. 2020;31:84-9.
Roff S, McAleer S, Harden RM, Al-Qahtani M, Ahmed AU, Deza H, et al. Development and validation of the Dundee ready education environment measure (DREEM). Medical teacher. 1997;19(4):295-9.
Pintrich PR. A conceptual framework for assessing motivation and self-regulated learning in college students. Educational psychology review. 2004;16:385-407.
Nguyen PT, Nguyen TPL, Nguyen TKO. Degree of adaptation to the learning environment of the first-year nursing students of the University of Medicine and Pharmacy at Ho Chi Minh city and related factors. Vietnam Medical Journal. 2023;532(11):76-87.
Irvine S, Williams B, Smallridge A, Solomonides I, Gong YH, Andrew S. The self-regulated learner, entry characteristics and academic performance of undergraduate nursing students transitioning to University. Nurse Educ Today. 2021;105:105041.
Dogham RS, Ali HFM, Ghaly AS, Elcokany NM, Seweid MM, El-Ashry AM. Deciphering the influence: academic stress and its role in shaping learning approaches among nursing students: a cross-sectional study. BMC Nursing. 2024;23(1):249.
Onieva-Zafra MD, Fernández-Muñoz JJ, FernándezMartínez E, García-Sánchez FJ, Abreu-Sánchez A, Parra-Fernández ML. Anxiety, perceived stress and coping strategies in nursing students: a cross-sectional, correlational, descriptive study. BMC Medical Education.2020;20(1):370.
Nguyen TV, Tang MF, Kuo SY, Hu SH, Ngoc TDT, Chuang YH. Nursing students’ critical thinking and associated factors in Vietnam: A multicenter cross-sectional study. Nurse Educ Pract. 2023;73:103823.
Tong LK, Au ML, Li YY, Ng WI, Wang SC. The mediating effect of critical thinking between interest in learning and caring among nursing students: a cross-sectional study. BMC Nurs. 2023;22(1):30.
Wei B, Wang H, Li F, Long Y, Zhang Q, Liu H, et al. Effectiveness of Problem-Based Learning on Development of Nursing Students’ Critical Thinking Skills: A Systematic Review and Meta - analysis. Nurse Educ. 2024;49(3):E115-E9.
Sterner A, Skold R, Andersson H. Effects of Blended Simulation on Nursing Students’ Critical Thinking Skills: A Quantitative Study. SAGE Open Nurs. 2023;9:23779608231177566.
Carter AG, Creedy DK, Sidebotham M. Critical thinking skills in midwifery practice: Development of a selfassessment tool for students. Midwifery. 2017;50:184-92.
Nakayama N, Ejiri H, Arakawa N, Makino T. Role of peer learning and self-efficacy in parasympathetic activity during the simulation learning process in nursing students. Nurs Open. 2023;10(2):552-9.
Vuckovic V, Landgren K. Peer learning in clinical placements in psychiatry for undergraduate nursing students: preceptors and students’ perspective. Nurs Open. 2021;8(1):54-62.
Cho KK, Marjadi B, Langendyk V, Hu W. The self-regulated learning of medical students in the clinical environment - a scoping review. BMC Medical Education. 2017;17(1):112.
| Đã xuất bản | 27-11-2024 | |
| Toàn văn |
|
|
| Ngôn ngữ |
|
|
| Số tạp chí | Số 97 (2024) | |
| Phân mục | Nghiên cứu | |
| DOI | 10.38103/jcmhch.97.1 | |
| Từ khóa | Learning strategies, MSLQ, nursing students |
công trình này được cấp phép theo Creative Commons Attribution-phi thương mại-NoDerivatives 4.0 License International .
Bản quyền (c) 2024 Tạp chí Y học lâm sàng Bệnh viện Trung Ương Huế