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

• Published in: BMC nursing Vol. 23; no. 1; pp. 404 - 11
• Main Authors: Yang, Dan, Zheng, Wenkai, Li, Na, Wang, Xiuhuan, Chen, Wenjin, Liu, Zhaofan, Fang, Jiao, Wen, Haitao, Feng, Xiujuan, Heng, Chunni, Zhang, Qingqing, Wang, Meifang, Yan, Yan
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 17-06-2024; BioMed Central; BMC
• Subjects: Analysis; Evaluation; Extracurricular activities; Independent study; Learning ability; Likert scale; Nursing; Nursing care; Nursing education; Nursing students; Optimism; Perceived stress; Problem solving; Psychological aspects; Psychological capital; Quality control; Questionnaires; Self-directed learning; Self-efficacy; Stress; Stress (Psychology); Students; Success; China; Psychological capital; Nursing; Self-directed learning; Students; Perceived stress
• ISSN: 1472-6955; 1472-6955
• DOI: 10.1186/s12912-024-02094-6

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.
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.
A cross-sectional descriptive study.
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.
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.
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.