What educators could do to facilitate students' use of a deep approach to learning: A multisite cross-sectional design

Deep learning approach in undergraduate nursing students and their relationship with learning outcomes: A latent profile analysis

BACKGROUND

Deep learning approach plays a pivotal role in nursing education, equipping students with the critical thinking skills and knowledge necessary to address complex clinical challenges. However, nursing students exhibit diverse approaches to deep learning, affected by individual characteristics, academic environments and teaching methods.

OBJECTIVE

This study aims to identify latent profiles of deep learning approach among undergraduate nursing students and analyze the factors influencing these profiles and their association with learning outcomes.

DESIGN

A descriptive cross-sectional survey.

METHODS

A total of 891 undergraduate nursing students from two medical universities in China participated in this study between May and July 2024. Data were collected using the Deep Learning Scale and the Learning Outcomes Scale. Latent profile analysis was employed to identify deep learning profiles. One-way analysis of variance and multinomial logistic regression were used to explore influencing factors of different profiles. The Bolck-Croon-Hagenaars (BCH) method was applied to examine differences in learning outcomes across profiles.

RESULTS

Four latent profiles of deep learning were identified: "Comprehensive Deep Learners" (27.0 %), "Ability-Oriented Learners" (25.4 %), "Attitude-Driven Learners" (21.7 %) and "Surface Coping Learners" (25.8 %). Gender, grade, preference for the nursing major and participation in flipped classrooms were significant factors influencing profile membership (p < 0.05). "Comprehensive Deep Learners" had the highest learning outcome scores, while "Surface Coping Learners" scored the lowest.

CONCLUSIONS

Significant heterogeneity exists in deep learning approach among undergraduate nursing students. "Comprehensive Deep Learners" achieved the highest learning outcomes. Nursing education should adopt tailored interventions based on the characteristics of different deep learning profiles to improve students' learning outcomes and comprehensive competencies.

Exploring the categories of students' interest and their relationships with deep learning in technology supported environments

Interest is not only the starting point to begin a wonderful learning journey for students, but also an important driver for deep learning and continuous progress. This study used latent profile analysis (LPA), multiple logistic regression analysis, and multivariate analysis of variance (MANOVA) to analyze the self-reported questionnaires of 634 junior high school students in China, with the aim of exploring the co-existing categories of situational interest and individual interest in technology-supported learning environments, the associated factors, and their impact on the four elements of deep learning (enjoyment of learning, cognitive commitment, relating ideas, understanding). The study found that the co-existing categories of situational interest and individual interest in technology-supported learning environments included "Medium situational interest-Low individual interest group", "Medium situational interest-Medium individual interest group", "High situational interest-Medium individual interest group", "High situational interest-High individual interest group"; grade level was correlated with the deepening and stabilizing phases of interest; all four interest categories were correlated with the four elements of deep learning; and the deepening and stabilizing phases of interest were more correlated with the four elements. The results of the study validate that there is heterogeneity in the effects of situational interest and individual interest on deep learning in technology-supported learning environments, and that "high situational interest-high individual interest" is an important factor in the occurrence of deep learning.

Nursing students' approaches to learning in selected Malawian nursing schools: a cross-sectional study

BACKGROUND

Students' approaches to learning are of essence in nursing education. This is because nursing is a profession where classroom learning leads to clinical performance. Although the literature recognizes student's approaches to learning as a significant aspect affecting the quality of students' learning, studies suggest that quality of learning has not been highly achieved in Malawian nursing colleges. Currently, there is a scarcity of empirical data on the learning approaches that Malawian nursing and midwifery students in nursing colleges employ. This study assessed the different approaches to learning among nursing and midwifery students in selected Malawian nursing colleges.

METHODS

This was a cross- sectional study that employed quantitative methods. The target population was nursing and midwifery students pursuing nursing diplomas from Nkhoma College of Nursing, Ekwendeni College of Health Sciences and Malawi College of Health Sciences. A total of 251 students were sampled randomly from the three nursing colleges. Data was collected through a self-administered questionnaire (R-SPQ-2 F) by Biggs. The data was analyzed using chi-square and binary logistic regression. In this study Cronbach's alpha was 0.6.

RESULTS

Most students had used a deep approach to learning (M = 3.201, SD = 0.623) than the surface approach (M = 2.757, SD = 0.732). Being in the age category of 16-20 had more likelihood of adopting a surface approach to learning compared to other age categories (X2 = 7.669, DF 2, P = .02). Students from Malawi College of Health Sciences were more likely to adopt a surface approach to learning compared to students from Nkhoma Nursing College and Ekwendeni College of Health Sciences (X2 = 12.388, df = 2, P = .002).

CONCLUSION

A deep approach to learning emerged as the most preferred approach to learning which indirectly implies that most students attain meaningful learning. Age and environment are some of the key determinants associated with different learning approaches. More attention should be given to younger students during teaching and learning to promote deep learning.

Is better readiness the key to deeper learning in distance education? A cross-sectional online study

Background

The COVID-19 pandemic has required teachers and students to suddenly transition from face-to-face formats to distance education (DE). The uniqueness of nursing discipline is that it requires both theoretical and skills-based learning. Therefore, it is necessary to explore the influencing factors and effectiveness of DE in nursing education. This exploration can guide teaching practice and provide a basis for the future application of DE in nursing education.

Aims

To describe the current distance education readiness and depth of learning among undergraduate nursing students and explore possible influencing factors. To determine the relationship between students' distance education readiness and the depth of learning.

Design

This is a descriptive and cross-sectional online study.

Settings

School of Nursing in a traditional Chinese medicine university, Beijing, China.

Participants

A total of 222 undergraduate nursing students from a traditional Chinese medicine university were recruited.

Methods

A questionnaire, which is composed of information form, the Online Learning Readiness Scale, and the Scale of Students Making Deep Learning, was used for data collection. Frequency, percentage, arithmetic mean, standard deviation, t-test, one-way ANOVA, and Pearson correlations were used in the analysis of the data.

Result

Undergraduate nursing students have lower averages in distance education readiness and higher averages in the depth of learning. Significant differences in distance education readiness and depth of learning between different grade groups. A positive correlation was found between distance education readiness and depth of learning (r = 0.894, p < 0.001).

Conclusion

Distance education is a feasible approach to learning today. Undergraduate nursing students have exhibited poor readiness for distance education but demonstrated deeper learning conditions. Upper grades may lead to better learning outcomes. Better distance education readiness can lead to deeper learning. These conclusions prompt teachers and students to be prepared before participating in distance education to obtain better academic performance.

The effects of online peer-facilitated learning and distributed pair programming on students' learning

The COVID-19 pandemic has forced universities and schools around the world to adopt online learning. Teachers may wonder if their students can attain satisfactory learning performance in an online learning environment without teachers' on-the-spot attention. In order to develop students' skills in programming, promote their enjoyment of learning and intention to learn to program, the researchers integrated two innovative teaching approaches, using online peer-facilitated learning and distributed pair programming, and investigated the effects of these on students' online learning performance. This study conducted an experiment that included 128 undergraduates from four class sections of Department of Finance. Thus, the experimental design in this research was a 2 (Peer-facilitated learning vs. non-peer-facilitated learning) × 2 (Distributed pair programming vs. non-distributed pair programming) factorial pretest/post-test design. The participants in this research mainly consisted of four classes of students from a non-computer or information department who took a compulsory course on programming design.' Both quantitative and qualitative data were collected in this study. According to the results, the peer-facilitated learning group exhibited significantly better development of programming skills, enjoyment of learning, and intention to learn, than the non-peer-facilitated learning group. However, expected effects of enhancing the learning of the students in this study who received the distributed pair programming were not found. The design of online pedagogy can be a reference for online educators. The implications of applying online peer-facilitated learning and distributed pair programming to support students' learning and the design of online programming courses are discussed.

Nurse educators' professional practice attributes and its determinants

BACKGROUND

Professional practice attributes of nurses help to promote nursing as a profession and advance nursing education. Nursing professionals need to demonstrate a high level of professional commitment to their practices and must be professionally competent to perform their roles.

MATERIAL AND METHODS

Descriptive survey was conducted at the nursing educational institutes affiliated with the Indian Nursing Council and situated in the selected Northern Indian states. The sample included 343 nurse educators who were selected using simple random sampling. The self-reported method was adopted to collect data where three questionnaires including socio-demographic information, organizational characteristics of current place of work, and professional practice attributes assessment criteria were used. Descriptive and inferential statistics were used for data analysis.

RESULTS

Overall, the study's participants scored poorly on professional practice attributes (Mean, SD: 1.98, 2.03), which were linked to their personal (age and gender), professional (educational background, professional qualification, current designation), and organizational (duration of organization's establishment, courses provided, college management) characteristics.

CONCLUSION

The findings highlighted the need for nurse educators to be more competent and dedicated in their respective fields. The study also suggests that in order to raise the standard of nursing education, nursing regulatory bodies like nursing councils, universities, and governments must take the necessary steps to foster the professional development of nurse educators.

The effect of a multidimensional teaching strategy on the self-efficacy and critical thinking dispositions of nursing students: A quasi-experimental study

BACKGROUND

Internships in pediatric nursing often reveal that nursing students lack critical thinking dispositions and self-confidence, which are important and necessary for nursing practice. Therefore, preparing nursing students to engage in critical thinking is an important goal for educators.

OBJECTIVES

The purpose of this study was to explore whether a teaching model combining the 5E learning model and self-efficacy would be effective in enhancing participants' self-efficacy and critical thinking dispositions in a course on child-friendly care.

DESIGN

The quasi-experimental method was single-blind, as the study was conducted with two parallel and unequal groups to address the research questions.

SETTING

Two campuses of a university located in Northern and Southern Taiwan.

PARTICIPANTS

Fifty-eight participants completed this study.

METHODS

Participants completed the pre-test questionnaire in Week 1, after which participants in the experimental group learned via the teaching strategy that combined the 5E learning model and self-efficacy, while participants in the control group were taught the same course via conventional teaching methods. A post-test questionnaire was completed in Week 18. An independent sample t-test was used to determine any mean differences of outcome variables between groups over time.

RESULTS

Significant improvements were found in self-efficacy, t (56) = 3.93, p < 0.01, but non-significant results for the outcome of critical thinking disposition t (56) = 0.88, p > 0.05. A t-test was also performed on the four subscales of critical thinking disposition for the two groups, showing that the only difference for overall reflective thinking was statistically significant, t (56) = 2.09, p < 0.05).

CONCLUSIONS

The multidimensional teaching strategy introduced in this study is more effective than conventional teaching strategies in improving students' self-efficacy and the overall reflective thinking aspect of critical thinking disposition.

Competency of Academic Nurse Educators

Background

In the face of a rapidly changing social environment and increasing demand for health care services, there is a global concern that academic nurse educators should have expert-level competencies and should improve the level of nursing education.

Objective

This study aimed to investigate the elements that constitute competency in academic nurse educators.

Methods

A cross-sectional self-completed online survey was conducted involving academic nurse educators working at universities in Japan. We invited 277 nursing universities to participate in the survey and to provide academic nurse educators with information about the research by contacting the dean of each university’s nursing department. In total, 372 educators completed the survey (response rate 4.03%), and after excluding those with incomplete data, 367 were analyzed (valid response rate 3.97%). The data were analyzed by exploratory-factor analysis, with the least-squares method and promax rotation performed.

Results

An exploratory analysis yielded five competency factors: “facilitating active learning,” “engaging in academic research activities,” “participating in university management,” “undertaking self-directed learning based on professional ethics,” and “practicing education autonomously.”

Conclusions

The competencies identified in the present study are essential for academic nurse educators, and the five factors are in accord with the findings of previous studies. Support systems for academic nursing educators should be established to improve their competencies comprehensively. However, further research is needed to develop the competencies of academic nurse educators into more comprehensive and sophisticated competencies.