Coping self-efficacy of nursing undergraduates with problem-based curricula

Abstract

Background: Few studies have examined whether nursing undergraduates can cope with a problem-based learning curriculum and its associated factors.

Objectives: We studied nursing undergraduates’ evaluations and attitudes related to the problem-based learning teaching method and their associated factors in the Chinese context, and evaluated their self-efficacy for coping with the problem-based learning curricula.

Methods: A purposely designed 20-item questionnaire was used to quantify how nursing undergraduates evaluated the problem-based learning mode and their associated factors. Coping self-efficacy was measured with a modified Chinese version of the scale.

Results: The total coping self-efficacy score of nursing undergraduates was 53.32 ± 5.238 (M ± SD).

Conclusions: The coping self-efficacy of nursing undergraduates was moderate, making them better qualified to cope with a problem-based learning curriculum. To increase nursing undergraduates’ coping self-efficacy, we should take measures to decrease nursing undergraduates’ stress regarding problem-based learning curricula and give them more opportunities to obtain abundant periodicals through the internet.

Keywords:

• problem-based learning
• education
• nursing
• baccalaureate
• self-efficacy
• aptitude
• attitude
• sociological factors

Acknowledgements

The authors would like to thank all the student participants.

Additional information

Funding

This work was supported by Undergraduates’ Teaching reform Project of Jilin University: [Grant Number 2017XZD054]; Chinese Postdoctoral Science Foundation: [Grant Number 2016M601389].