Relationship between super-leadership and self-directed learning ability in online nursing education: The mediating effects of self-leadership and self-efficacy perceptions

Park, Hye-Ja; Kim, Sunki

doi:10.1016/j.heliyon.2023.e17416

Cited by 6 publications

(2 citation statements)

References 33 publications

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“…Its main components are the three abilities of self-management, information, and learning cooperation [ 7 ]. Self-directed learning ability is a core competence that equips nursing students with lifelong learning [ 6 , 8 – 10 ]. Relevant studies show that the SDL ability enables nursing students to enhance their professional nursing values, self-efficacy, meta-cognitive ability, critical thinking, academic performance, academic resilience, time management tendency, problem-solving ability, health education ability, and resilience [ 11 – 17 ].…”

Section: Introductionmentioning

confidence: 99%

Design and practice of blended teaching of internal medicine nursing based on O-AMAS effective teaching model

Duan,

Jiang,

et al. 2024

BMC Med Educ

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Background Self-directed learning (SDL) ability is the basis for cultivating nursing students’ ability to find and solve problems, lifelong learning, and providing high-quality nursing talents for healthcare. The O-AMAS (Objective, Activation, Multi-learning, Assessment, Summary) model adheres to the teaching philosophy of student-centered, result-oriented, combines the advantages of online and offline teaching, enriching teaching resources and learning channels, diversifying teaching and evaluation methods, and emphasizing integrating and applying knowledge conducive to improving students’ SDL ability and achieving teaching objectives. This study explored the course design, practical, and application effects under the O-AMAS effective teaching model in internal medicine nursing to provide a basis and reference for combining effective teaching models with blended teaching in future nursing courses. Methods This study is a self-controlled before-after trial. The participants were 76 nursing undergraduates from Hunan Normal University. This study utilizes the O-AMAS effective teaching model to design internal medicine nursing courses and implement blended online and offline teaching. Main links: The overall course design and application are student-centered, after clarifying macro and micro multi-dimensional learning objectives, with online and offline blended teaching environments activated students’ learning behavior and diversified teachers’ teaching activities, then based on instant and dynamic provide effective feedback; finally, students take the initiate to make a brief and potent summary under the teacher guidance. After the course, a unified assessment of the learning effect of nursing students was conducted, including the evaluation of the SDL ability of nursing students, a final comprehensive evaluation grade, and a teaching satisfaction survey. Results The nursing students’ SDL ability scores are higher than before teaching, and the results were statistically significant (P < 0.05). The final average comprehensive evaluation grade of nursing students was 78.38 ± 7.12. More than 96% of the students are satisfied with this course. Conclusion Applying for internal medicine nursing blended teaching integrated with the O-AMAS effective teaching model is conducive to improving nursing students’ SDL ability, academic grades, and teaching satisfaction.

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Section: Introductionmentioning

confidence: 99%

Design and practice of blended teaching of internal medicine nursing based on O-AMAS effective teaching model

Duan,

Jiang,

et al. 2024

BMC Med Educ

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“…Self‐leadership, which involves individuals self‐regulating and self‐reflecting based on their own set standards (Ntshingila et al, 2021), plays a pivotal role at the individual level of transition conditions. Ego‐resilience and self‐leadership can facilitate the transition process from the role of a student to a professional (Jun & Lee, 2017; Park & Kim, 2023). Nursing students with higher ego‐resilience may possess the ability to adjust appropriately to stress levels and react flexibly in unfamiliar or stressful situations, ultimately contributing to a positive understanding of nursing professionalism (Park et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Structural equation modeling of factors associated with nursing students' professionalism during the COVID‐19 pandemic

Jang,

Lee,

Son

2023

Nursing & Health Sciences

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This study aimed to determine the factors associated with nursing professionalism among Korean nursing students. This cross‐sectional study was carried out using a convenient sample comprising 247 students enrolled in a four‐year Bachelor of Science Nursing program from September 6–27, 2021. A self‐reported structured questionnaire was employed to explore the relationships among ego‐resilience, self‐leadership, clinical learning environment, academic satisfaction, clinical competency, and nursing professionalism by utilizing structural equation modeling. The modified model exhibited good fit indices. Learning‐related factors, including clinical learning environments, academic satisfaction, and clinical competency, directly affected nursing professionalism. Self‐leadership and the clinical learning environment were indirectly associated with nursing professionalism via both academic satisfaction and clinical competency. Regarding ego‐resilience, it only indirectly affected nursing professionalism via academic satisfaction. Creating a student‐centered learning environment may be vital to improve students' major and clinical performance, thereby boosting nursing professionalism. Furthermore, nurse educators should consider individual psychological aspects of students when designing the nursing curriculum to foster nursing professionalism. Longitudinal studies are needed to determine if our model is available to explain the development of professionalism among nursing students.

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Effectiveness of the small private online course‐based flipped teaching program for enhancing nursing students’ self-directed learning ability in the Surgical Nursing course: A practical study

Xu,

Huang,

et al. 2024

Heliyon

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Relationship between super-leadership and self-directed learning ability in online nursing education: The mediating effects of self-leadership and self-efficacy perceptions

Cited by 6 publications

References 33 publications

Design and practice of blended teaching of internal medicine nursing based on O-AMAS effective teaching model

Design and practice of blended teaching of internal medicine nursing based on O-AMAS effective teaching model

Structural equation modeling of factors associated with nursing students' professionalism during the COVID‐19 pandemic

Effectiveness of the small private online course‐based flipped teaching program for enhancing nursing students’ self-directed learning ability in the Surgical Nursing course: A practical study

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