Objective Problem-solving should be a fundamental component of nursing education because it is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problem-solving ability, and academic self-efficacy among undergraduate nursing students. Methods From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China, using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and self-designed demographics. The response rate was 85.8%. Results For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level, while problem-solving abilities were at a low level. There were significant positive correlations among the students’ self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students’ self-directed learning readiness and problem-solving ability. Conclusions To enhance students’ problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students’ education.

Objective The purposes of this study were to analyze the influencing factors of self-directed learning readiness (SDLR) of nursing undergraduates and explore the impacts of learning attitude and self-efficacy on nursing undergraduates. Methods A total of 500 nursing undergraduates were investigated in Tianjin, with the Chinese version of SDLR scale, learning attitude questionnaire of nursing college students, academic self-efficacy scale, and the general information questionnaire. Result The score of SDLR was 149.99±15.73. Multiple stepwise regressions indicated that academic self-efficacy, learning attitude, attitudes to major of nursing, and level of learning difficulties were major influential factors and explained 48.1% of the variance in SDLR of nursing interns. Conclusions The score of SDLR of nursing undergraduates is not promising. It is imperative to correct students’ learning attitude, improve self-efficacy, and adopt appropriate teaching model to improve SDLR.

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Purpose To clarify the implementation of the admission process under the public crisis of COVID-19 pandemic. Methods A real-world study was conducted to collect data on the normal and public crisis situations at a tertiary hospital in China and understand the views of 18 head nurses on the necessity of the admission process in public crisis situations. Independent t -test and chi-square test were used to analyze the work data in two situations; Spearman correlation analysis was performed to determine the correlation of work data with two situations of process implementation, and differences between the head nurses’ views of necessity of the admission process and actual implementation under public crisis situations were analyzed. Results Significant differences were observed in the working data between the normal and public crisis situations ( P < 0.05), and the implementation of the admission process was not in place. The number of nurses on duty was positively correlated with each item of admission process ( P < 0.05), the rest of work data were negatively correlated with each item in the admission process ( P < 0.05), and there was a significant difference between the necessity of each item in the admission process and the actual implementation results ( P < 0.05). Conclusion Public crisis leads to the lack of implementation of admission process, and the original admission process and quality control standards are not applicable during the public crisis situation.