Simulated directed-learning in life-education intervention on the meaning of life, positive beliefs, and well-being among nursing students

Abstract

Nursing educators have the responsibility to equip nursing students with knowledge about the meaning of life, positive beliefs, and well-being in order to enhance their physical, psychological, spiritual, and social health education and promotion. The purpose of this study was to explore nursing students’ simulated directed-learning in a life-education intervention on the meaning of life, positive beliefs, and well-being in regard to immediate and delayed effects in improving physical, psychological, spiritual, and social health education and promotion. The method of this study was constituted a quasi-experimental design with experimental and control groups for pre-test, post-test, and post-post-test. Purposive sampling and non-random distribution were used in the study. Assigned to the experimental group, 54 participants were third-year nursing students enrolled in a health education course with simulated directed-learning in a life-education intervention. Assigned to the control group, 56 participants were third-year nursing students enrolled in a caring care course without simulated directed-learning in a life-education intervention. A 56-item questionnaire was utilized, and the content validity index (CVI) was 0.95, as determined by seven expert scholars. The reliability of the questionnaire (n = 45) on Cronbach's α were: meaning of life 0.96, positive beliefs 0.95, and well-being 0.96. The statistical package SPSS 23.0 was used to analyze all of the data in the study. Frequencies, percentages, pre-test mean and SD, post-test mean and SD, post-post-test mean and SD, chi-squared test, t test, and generalized estimating equation (GEE) were employed for data analysis. Nursing students in the experimental group compared with the control group exhibited significant differences in meaning of life on the pre-post-test (β = 16.40, P < .001) and pre-post post-test (β = 25.94, P < .001), positive beliefs on the pre-post-test (β = 5.64, P < .01) and pre-post post-test (β = 9.21, P < .001), and well-being on the pre-post-test (β = 14.33, P < .001) and pre-post post-test (β = 23.68, P < .001). Nursing students in the experimental group showed a significant improvement in the simulated directed-learning with a life-education intervention on meaning of life, positive beliefs, and well-being in the immediate and delayed effects that enhanced their physical, psychological, spiritual, and social health education and promotion.

The effectiveness of a health promotion intervention on the meaning of life, positive beliefs, and well-being among undergraduate nursing students

“…The goal of health promotion intervention is to increase people's physical, psychological, spiritual, and social health regarding meaning of life, positive beliefs, and well-being. [ 31 – 33 ] In this study, our research team examined 3 topics on the meaning of life, positive beliefs, and well-being and their role in a health promotion intervention with undergraduate nursing students. From this study, there were significant differences on the health promotion intervention as the same other articles.…”

“…From this study, there were significant differences on the health promotion intervention as the same other articles. [ 31 – 33 ] Immediately after the intervention, undergraduate nursing students displayed increased on their meaning of life, positive beliefs, and well-being, which were sustained at follow-up.…”

Introducing the Study of Life and Death Education to Support the Importance of Positive Psychology: An Integrated Model of Philosophical Beliefs, Religious Faith, and Spirituality

“…Research into the positive effect of life education in Taiwan, over the years, has focused on different aspects of developmentfor example: empirical establishment, application, theorization, and conceptualization (e.g., Tsai, 2008;Huang, 2014;Chen, 2017;Tsai et al, 2018Tsai et al, , 2019Tsai et al, , 2020. For example, recently, we conducted an empirical study that consisted of Taiwanese undergraduate students from 12 public and private universities, where our focus of inquiry delved into the empirical validation of a concept that we developed, termed as "appreciation and the valuing of life."…”

“…Research into the positive effect of life education in Taiwan, over the years, has focused on different aspects of development—for example: empirical establishment, application, theorization, and conceptualization (e.g., Tsai, 2008 ; Huang, 2014 ; Chen, 2017 ; Tsai et al, 2018 , 2019 , 2020 ). For example, recently, we conducted an empirical study that consisted of Taiwanese undergraduate students from 12 public and private universities, where our focus of inquiry delved into the empirical validation of a concept that we developed, termed as “appreciation and the valuing of life.” For us, appreciation and the valuing of life, as a psychosocial concept, is defined as a person’s gratitude, respect, and cherishing of life and/or toward others in society (e.g., “I appreciate Bau-Yi for who she is, regardless of her poor upbringing”).…”

A experiência da tentativa de suicídio e o significado da vida

“…Buscar um significado para a vida pode aumentar a percepção de satisfação, suporte social, crenças positivas e qualidade de vida. Portanto, o significado da vida está vinculado ao bem-estar psicológico, objetivos de transformação interior, de mudança de estilo de vida e melhoria da qualidade de vida (TSAI et al, 2019;CZEKIERDA et al, 2019 ).…”