Association between COVID-19-related stress and self-directed learning ability among Korean nursing students

Park, Jeong‐Min; Seo, Hyun‐Ju; Kim, Sang Woo; Kang, Hoonjong; Lee, Su Jung

doi:10.1016/j.nepr.2023.103613

Cited by 6 publications

(6 citation statements)

References 54 publications

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“…The findings revealed that perceived stress was a risk factor for the self-directed learning ability of undergraduate nursing students. This validates Hypothesis 1 and is consistent with previous research [ 9 , 13 , 14 ]. Stress is widely recognized as pervasive throughout the entire process of undergraduate nursing education [ 34 ].…”

Section: Discussionsupporting

confidence: 93%

“…Individuals who perceive higher stress levels are more likely to employ maladaptive coping strategies to alleviate stress, hindering the development of self-directed learning abilities. Conversely, individuals with lower stress perception experience less depletion of self-regulatory resources, which promotes the cultivation of self-directed learning abilities [ 9 , 13 , 14 , 24 ].…”

Section: Discussionmentioning

confidence: 99%

“…Chen et al [ 8 ] found that nursing students had low self-directed learning abilities. Meanwhile, perceived stress plays a vital role in the decline of self-directed learning abilities [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

“…According to the "general stress" theory, stress can contribute to maladaptive behaviors [ 12 ]. Students experiencing higher levels of perceived stress often exhibit lower self-control capabilities, more pronounced burnout, and a greater propensity to cope with stress through maladaptive behaviors (e.g., excessive internet or smartphone usage), potentially leading to a decline in their self-directed learning abilities [ 9 , 13 , 14 ]. Despite the established association between stress and self-directed learning among nursing students, the potential mechanism linking perceived stress and self-directed learning remains poorly understood.…”

Section: Introductionmentioning

confidence: 99%

“…Individuals can sustain a constructive mind-set and employ proactive coping strategies when faced with adversity, thereby alleviating the detrimental consequences of stress. Stressors, such as academic, employment, further education, and life-related issues, can deplete individuals' limited psychological resources, leading to learning burnout and a decline in self-directed learning ability [ 9 , 13 , 14 , 21 , 22 ]. Perceived stress is an important predictive factor of psychological capital, which is a protective factor for self-directed learning ability [ 23 , 24 ].…”

Section: Introductionmentioning

confidence: 99%

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The mediating role of psychological capital on the relationship between perceived stress and self-directed learning ability in nursing students

Yang,

Zheng,

et al. 2024

BMC Nurs

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Background As indispensable reserves for the nursing workforce, undergraduate nursing students must possess self-directed learning abilities to consistently update their professional knowledge and adapt to the evolving demands of professional development. The acquisition of self-directed learning abilities can help undergraduate nursing students augment their theoretical knowledge and refine their clinical practice skills, thus fulfilling the demand from patients for high-quality nursing services. Hence, comprehending and investigating the factors that influence the development of self-directed learning abilities in nursing students is of paramount importance for nursing education and advancement of the nursing profession. Objectives This study investigated the status of and associations between perceived stress, psychological capital, and self-directed learning abilities among undergraduate nursing students. Additionally, it examines the mediating role of psychological capital in the relationship between perceived stress and self-directed learning abilities. Thus, aiming to provide nursing educators with new directions for enhancing self-directed learning abilities. Design A cross-sectional descriptive study. Methods In February and March 2023, 900 undergraduate nursing students from 10 nursing schools completed an online questionnaire. The questionnaire included measures of perceived stress, psychological capital, and self-directed learning ability. Data were analyzed using SPSS 27.0 and the PROCESS macro tool. Results The scores for perceived stress, psychological capital, and self-directed learning ability among undergraduate nursing students were 40.07 ± 5.90, 99.89 ± 16.59, and 87.12 ± 9.20, respectively. Self-directed learning abilities were negatively correlated with perceived stress (r = -0.415, p < 0.001) and positively correlated with psychological capital (r = 0.465, p < 0.001). Perceived stress was negatively correlated with psychological capital (r = -0.630, p < 0.001). Psychological capital partially mediated the relationship between perceived stress and self-directed learning abilities among undergraduate nursing students, with a mediation effect of -0.166, accounting for 49.55% of the total effect. Conclusion This study found that undergraduate nursing students perceived high levels of stress, possessed low levels of psychological capital, and had moderate levels of self-directed learning. Perceived stress and psychological capital directly influenced undergraduate nursing students’ self-directed learning abilities, and perceived stress indirectly affected self-directed learning abilities through psychological capital. Nursing managers and educators should alleviate the perceived stress of undergraduate nursing students and cultivate their positive psychological capital to enhance self-directed learning abilities.

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