Yuanyue ren

Zhengzhou University, China

Abstract Title:Interventions to enhance learning and autonomous learning abilities in nursing students: a review

Biography:

Yuanyue Ren is a second-year Master’s student in Nursing at the School of Nursing and Health, Zhengzhou University. She holds a Bachelor of Nursing degree. Her research focuses on nursing education. Address: School of Nursing and Health, Zhengzhou University, No. 101 Science Avenue, High-Tech Zone, Zhengzhou City, Henan Province, China.

Research Interest:

Developing learning and autonomous learning abilities is crucial for nursing students in preparation for their future careers. Nevertheless, current nursing education frequently encounters challenges like low student engagement and inadequate autonomous learning abilities, which impact the quality of nursing professionals. This review summarizes the research progress regarding the interventions that enhance the learning and autonomous learning abilities of nursing students. The interventions are classified into four main types: student-centered teaching methods, technology-assisted teaching methods, psychologically supported teaching methods, and practice-oriented teaching interventions. Student-centered methods, such as flipped classrooms, problem-based learning (PBL), case-based learning (CBL), and cooperative group learning, emphasized active student participation and peer cooperation. Technology-assisted methods, like blended learning and virtual reality, make use of digital tools to offer flexible and immersive learning experiences. Psychologically supported methods, including mindfulness training and coaching techniques, focus on improving students' self-management and motivation. Practice-oriented interventions, for instance, the utilization of learning logs, mini-clinical evaluation exercise (Mini-CEX), the CDIO teaching model, and integrated teaching, aim to enhance clinical skills and autonomous learning through practical applications. This review emphasizes the efficacy of these interventions and indicates that a combination of multiple strategies could provide comprehensive support for nursing education. Future research is needed to explore the application of these interventions in various educational settings to optimize teaching practices and better prepare nursing students for their professional roles.