Effects of vocational identity and perceived value on learning input of nursing undergraduates in experimental course
10.3760/cma.j.cn115682-20200423-02970
- VernacularTitle:职业认同、感知价值对本科护生实验课学习投入的影响
- Author:
Xiaolin CHEN
1
;
Min XU
;
Yunqian LIN
;
Xiaodan CAI
Author Information
1. 温州医科大学护理学院 325035
- Keywords:
Students, nursing;
Undergraduate;
Experimental courses;
Vocational identity;
Perceived value;
Learning input
- From:
Chinese Journal of Modern Nursing
2020;26(27):3827-3832
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore effects of vocational identity and perceived value on learning input of nursing undergraduates in the experimental course.Methods:The cluster sampling method was used to select 1 156 nursing undergraduates from grade 2 to grade 3 in Wenzhou Medical University from May to June 2019 as the research objects. The Vocational Identity Scale, Perceived Value Questionnaire and Learning Input Questionnaire were used to conduct the survey.Results:The average scores of items in Vocational Identity Scale, Perceived Value Questionnaire and Learning Input Questionnaire were respectively (3.90±0.52) , (4.18±0.53) and (3.67±0.51) .Vocational identity, perceived value and learning input were positively correlated ( r=0.554, 0.578, 0.611; P<0.001) .Vocational identity also positively affected their learning input with perceived value as a mediating variable (mediating effect value=0.208) . Conclusions:Vocational identity and perceived value positively affect the learning input of nursing undergraduates in the experimental course. Nursing educators should pay attention to strengthen the guidance of vocational identity of nursing undergraduates and increase perceived value of nursing students on practical teaching so as to improve the learning input level of nursing undergraduates in experimental courses.
