Knowledge of Undergraduate Nursing Students Towards Credit-Module System: A Study in Can Tho

Abstract

Background: The Credit-Module System offers numerous benefits for universities worldwide based on the convenience of the educational program. It allows students to create their curriculum individually and to be the center of studying activities. Learning and teaching with the credit-module system stimulate the effective work and comprehensive capacities of teachers and students and enhance students’ independent learning in the educational process. Therefore, students' knowledge and perception of this model of educational process effectively increase the quality of education and students' accordance with the requirements of labor markets. Objectives: This present study aimed to examine undergraduate nursing students' knowledge at Can Tho University of Medicine and Pharmacy regarding the credit-module system and identify some factors related to students’ knowledge. Materials and methods: 140 undergraduate nursing students were selected as study respondents in a cross-sectional descriptive correlational study. Students' knowledge of the credit-module system was examined using a self-structured questionnaire with 25 items. A higher score indicates better knowledge. Results: The study findings presented a low level of knowledge of the credit-module system among nursing students, with a mean score of 17.4+4.8. Half of the respondents had poor knowledge. Among the subscales, nursing students had the highest score in the subscale of the learning method of the credit-module system. The knowledge of student’s roles in learning based on the credit-module system was the lowest. There was a significant correlation between years of education and knowledge of nursing students. Meanwhile, gender and level of GPA were not associated with students’ knowledge of the credit-module system. Conclusions: among nursing students, poor knowledge of the credi-module system was shown. The study findings were consistent with previous literature. The student respondents emphasized the importance of professional introduction and support in improving their practices with the credit system in education to gain a higher quality of education.