Associations of self-directed learning ability and critical thinking disposition with internship performance indicators in nursing interns

We aimed to characterize outcome-specific associations of self-directed learning (SDL) ability and critical thinking (CT) disposition with selected routinely collected internship performance indicators among nursing interns. Eighty interns were included in the study. SDL and CT were measured using validated Chinese instruments during the teaching period. Performance outcomes were routinely recorded. Associations were examined using Pearson correlations and multivariable linear regression adjusted for age, sex, and final surgical nursing course score. Sensitivity analyses included Spearman correlations and a regression model excluding the final surgical nursing course score. The mean age of the eighty interns was 21.36 ± 0.70 years. CT total score was not significantly correlated with theory examination score in the Pearson analysis (r = 0.003, p = 0.980) and was not independently associated with theory examination score after adjustment (β = 0.014, 95% CI - 0.103 to 0.131; p = 0.817), while SDL total score was also not independently associated with theory examination score (β = -0.110, 95% CI - 0.226 to 0.007; p = 0.065). Neither SDL nor CT was independently associated with the comprehensive instructor rating (p = 0.469 and p = 0.361, respectively). In exploratory domain-level analyses, CT open-mindedness was a nominal positive association with weekly assignment performance (r = 0.244, p = 0.032; Spearman ρ = 0.250, p = 0.028), and CT inquisitiveness showed a nominal positive association with case presentation performance (r = 0.292, p = 0.010; Spearman ρ = 0.328, p = 0.004). However, no domain-level association remained statistically significant after false-discovery-rate adjustment. These domain-level findings should therefore be considered exploratory and hypothesis-generating rather than confirmatory.

ChiCTR2400085591.