A survey on the status of interdisciplinary training of nursing graduate students and the factors influencing their cognition of interdisciplinary training
10.3760/cma.j.cn116021-20240511-02059
- VernacularTitle:护理研究生多学科交叉的培养现状及认知影响因素调查研究
- Author:
Chuanlin ZHANG
1
;
Jie MI
Author Information
1. 重庆医科大学附属第一医院重症医学科，重庆 400016
- Publication Type:Journal Article
- Keywords:
Nursing graduate student;
Interdisciplinary;
Nursing education;
Survey
- From:
Chinese Journal of Medical Education Research
2025;24(6):841-847
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the status of interdisciplinary training of nursing graduate students and the factors influencing their cognition of interdisciplinary training, and to provide a reference for cultivating innovative nursing talents.Methods:Using the convenient sampling method, an online questionnaire survey was conducted on the Wenjuanxing platform to investigate the current status of multidisciplinary training of nursing graduate students at 6 universities in Chengdu and Chongqing from January to March 2024. SPSS 22.0 software was used for t-test, one-way ANOVA, and multiple linear regression analysis. Results:This study collected 392 valid questionnaires, with 167 (42.60%) respondents reporting engagement in multidisciplinary research. The most common interdisciplinary areas included psychology (70, 41.92%), rehabilitation (59, 35.33%), and elderly care (55, 32.93%). Preferred training methods were research collaboration (341, 86.99%), student exchange or joint training programs (291, 74.23%), and interdisciplinary coursework (261, 66.58%). The main influencing factors for training effectiveness were multidisciplinary mentor team (314, 80.10%), teaching staff (287, 73.21%), and related course learning (278, 70.92%). The challenges in conducting multidisciplinary research included difficulties in acquiring interdisciplinary knowledge (327, 83.42%), high demands for knowledge integration capabilities (284, 72.45%), and a lack of training program (254, 64.80%). Interest in interdisciplinary research, course content involving interdisciplinary studies, and understanding of the interdisciplinary training model were identified as factors influencing the cognition of interdisciplinary training among nursing graduate students ( F=9.42, P<0.001; R2=0.146, adjusted R2=0.131). Conclusions:The multidisciplinary training of nursing graduate students remains in the exploratory stage. Universities should formulate multidisciplinary training programs for nursing graduate students, cultivate their interest in interdisciplinary research, establish cross-disciplinary courses integrating nursing with psychology, rehabilitation, and elderly care, assemble multidisciplinary mentor teams, and support research collaborations or joint training programs. These measures can enhance the comprehensive competencies and innovative capabilities of nursing graduate students.
