The mediating effect of advanced health assessment on the relationship between self-directed learning and clinical thinking among master of nursing specialist postgraduate students: A structural equation model
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Abstract
Background
Clinical thinking is an important competency among master of nursing specialist (MNS) postgraduate students. Previous studies have demonstrated that self-directed learning (SDL) positively affects clinical thinking among MNS postgraduates. However, little is known about the mechanisms underlying the relationship between SDL and clinical thinking.
Aim
This study aimed to investigate the status of MNS postgraduates' SDL, advanced health assessment (AHA), and clinical thinking and to explore the mediating effect of AHA on the relationship between SDL and clinical thinking through a structural equation model.
Design
Cross-sectional study.
Settings
Participants were recruited from 7 universities in Anhui, Hubei, Hebei, and Heilongjiang provinces, China.
Participants
A convenience sample of 300 MNS postgraduates was recruited from May 2023 to July 2024.
Methods
A general information questionnaire, SDL instrument, AHA scale, and clinical thinking scale were used for data collection. Data were analyzed using SPSS and AMOS software.
Results
The levels of SDL, AHA, and clinical thinking among the participants were above the middle level. AHA played a partial mediated role in the relationship between SDL and clinical thinking.
Conclusions
This study provides new insights into the relationship between SDL, AHA, and clinical thinking. The results of this study indicate the effectiveness of developing AHA when conducting SDL to enhance the clinical thinking of MNS postgraduates.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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