护理本科生学习投入的潜在类别分析及教育策略研究

Latent class analysis and educational strategy study on learning engagement of undergraduate nursing students

目的 探讨护理本科生学习投入的分类特点,为开发精准的教育策略提供参考依据。方法 于2019年10-12月采用整群抽样法抽取安徽省某地方医科院校308名护理本科生,采用一般资料调查问卷、学习投入量表(UWES-S)进行横断面调查,对护理本科生的学习投入进行潜在类别分析,并对各类别人口学变量的分布有无差异进行检验,采用多元Logistic回归分析护生学习投入的影响因素。结果 护生的学习投入可以分为3个潜在类别,分别为C1“高活力-高专注组”(13.3%),C2“中投入-低韧性组”(41.9%)和C3“低动力-不稳定组”(44.8%)。相对于C3组,学习名次为前60名以及兼职与专业相关的护生出现在C1类别的可能性更大(P<0.05);相对于C1组,兼职与专业无关的护生出现在C2组可能性更小(P<0.05)。结论 护生的学习投入具有明显的分类特征。针对低动力-不稳定组,应发挥该组护生场依存型认知方式的特点,同时采取小组学习和多种教学方法相结合,激发其学习主动性;中投入-低韧性组,应开展心理韧性和情绪疏导相兼顾的综合性教育策略,增强其应对学业挑战的能力。

Objective To explore the classfication characteristics of learning engagement among undergraduate nursing students,in order to provide reference for developing precise educational strategies.Methods From October to December 2019,308 undergraduate nursing students from a local medical college in Anhui province were selected using cluster sampling method and a cross-section survey was conducted by the general characteristics information sheet and Utrecht Work Engagement Scale-Student(UWES-S).The latent class analysis was conducted on learning engagement.The distribution of various demographic variables was tested for differences.Logistic regression were used to explore the influencing factors of learning engagement of nursing students.Results 3 latent classes of learning engagement was supported,including C1“high vigor-high concentration group”(13.3%),C2“medium engagement-low resilience”(41.9%)and C3“low power-unstable group”(44.8%).Compared with nursing students in C3 group,studentswho ranked in the top 60 and those who work part-time in a specialty-related field were more likely to be enrolled in C1 group(P<0.05).Compared with nursing students in C1group,studentswho worked part-time in position unrelated to their majors were less likely to be enrolled in C2 group(P<0.05).Conclusions The learning engagement of nursing students has obvious classification characteristics For the low power-unstable group,the characteristics of the field dependent cognitive style of the nursing students in this group should be utilized,and a combination of group learning and various teaching methods should be adopted to stimulate their learning initiative.For the medium engagement-low resilience group,comprehensive educational strategies that combine resilience and emotional support should be developed to enhance their ability to cope with academic challenges.