The Association Between Nursing Students' System Thinking, Self-Leadership, and Clinical Reasoning: A Structural Equation Modeling

Q2 Social Sciences Educacion Medica Pub Date : 2025-02-17 DOI:10.1016/j.edumed.2025.101023

Jeffrey V. Esteron , Anna Lyn M. Paano , Ma. Teresa S. Cabanayan , Maria Luisa D. Galang , Dennison Jose C. Punsalan , John Paulo C. Pineda , Therese Camielle L. Rivera , Fritzie F. Salunga

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Abstract

Background

Nursing students are expected to demonstrate a broad array of competencies that enable them to provide exemplary care and improve patient outcomes. These competencies comprise system thinking, self-leadership, and clinical reasoning. Exploring the relationship between system thinking, self-leadership, and problem-solving is crucial for nursing students to deliver exceptional care and improve patient outcomes. This study examines the relationships between system thinking, self-leadership, and clinical reasoning in nursing students to inform evidence-based educational interventions.

Material and methods

The research study is a non-experimental cross-sectional survey design with Structural Equation Modeling to test the a priori hypothesized study model. The study was conducted among nursing students at a university in Angeles City, Philippines. Statistical analyses, including descriptive statistics, correlation analysis, and Structural Equation Modeling (SEM), are employed to investigate relationships and causal pathways among system thinking, self-leadership, and clinical reasoning.

Results

Findings revealed robust relationships between system thinking, self-leadership, and clinical reasoning in nursing students, with system thinking and self-leadership explaining 36.5% of clinical reasoning variance. These findings underscore the value of incorporating system thinking and self-leadership training into nursing education to enhance clinical reasoning.

Conclusion

This research provides compelling evidence of a statistically significant link between clinical reasoning, system thinking, and self-leadership, underscoring the critical role of clinical reasoning in integrating these competencies and enhancing the Clinical performance of nursing students.

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护生系统思维、自我领导与临床推理的关系：一个结构方程模型

护理专业的学生被期望展示出广泛的能力，使他们能够提供模范护理并改善患者的治疗效果。这些能力包括系统思维、自我领导和临床推理。探索系统思维、自我领导和解决问题之间的关系对于护理学生提供卓越的护理和改善患者的治疗效果至关重要。本研究探讨护生系统思维、自我领导与临床推理之间的关系，以提供循证教育干预。材料与方法本研究采用非实验横断面调查设计，采用结构方程模型对先验假设研究模型进行检验。这项研究是在菲律宾安吉利斯市一所大学的护理专业学生中进行的。统计分析包括描述性统计、相关分析和结构方程模型（SEM）来探讨系统思维、自我领导与临床推理之间的关系和因果关系。结果护生系统思维、自我领导与临床推理之间存在显著的关系，其中系统思维和自我领导解释了36.5%的临床推理方差。这些发现强调了将系统思维和自我领导训练纳入护理教育以提高临床推理能力的价值。结论本研究提供了令人信服的证据，证明临床推理、系统思维和自我领导之间存在统计学上显著的联系，强调了临床推理在整合这些能力和提高护理学生临床表现方面的关键作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educacion Medica Social Sciences-Education

CiteScore

2.60

自引率

0.00%

发文量

审稿时长

63 days

期刊介绍： Educación Médica, revista trimestral que se viene publicando desde 1998 es editada desde enero de 2003 por la Fundación Educación Médica. Pretende contribuir a la difusión de los estudios y trabajos que en este campo se están llevando a cabo en todo el mundo, pero de una manera especial en nuestro entorno. Los artículos de Educación Médica tratarán tanto sobre aspectos prácticos de la docencia en su día a día como sobre cuestiones más teóricas de la educación médica. Así mismo, la revista intentará proporcionar análisis y opiniones de expertos de reconocido prestigio internacional.