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

Area of Science:

• Medical Education
• Nursing Education
• Pedagogy

Background:

• Limited research exists on nursing undergraduates' adaptation to problem-based learning (PBL).
• Understanding factors influencing PBL coping is crucial for curriculum development in nursing.
• The Chinese context presents unique challenges and opportunities for PBL implementation.

Purpose of the Study:

• To assess nursing undergraduates' evaluations and attitudes towards PBL in China.
• To identify factors associated with PBL success among nursing students.
• To evaluate nursing undergraduates' self-efficacy in managing PBL curricula.

Main Methods:

• A 20-item questionnaire was developed to gauge student perceptions of PBL.
• Coping self-efficacy was measured using a validated, modified Chinese scale.
• Quantitative analysis was performed on collected data from nursing undergraduates.

Main Results:

• The average coping self-efficacy score for nursing undergraduates was 53.32 ± 5.238.
• Findings indicate a moderate level of self-efficacy among students.
• Student evaluations and attitudes towards PBL were quantified.

Conclusions:

• Nursing undergraduates possess moderate self-efficacy, suggesting suitability for PBL.
• Interventions should focus on reducing PBL-related stress for nursing students.
• Increasing access to online periodicals can bolster self-efficacy in PBL settings.