Enhancing Clinical Nursing Teaching: Practice Ledger Based on Self-directed Learning

Abstract

Objective To investigate the impact of using a practice ledger based on self-directed learning abilities in clinical teaching for higher education nursing students. Methods Ninety-two higher education nursing students from Binzhou Central Hospital (2021—2022) were divided into a control group (n = 46) and an experimental group (n = 46) using random number tables. The control group received conventional teaching, while the experimental group utilized practice ledger in addition to conventional methods. The study compared self-directed learning abilities, time management skills, and internship satisfaction between the two groups. Results The experimental group outperformed the control group in learning consciousness, behavior, strategy, interpersonal skills, time monitoring, and time efficacy (P < 0.05) . Additionally, the experimental group reported higher satisfaction in classroom teaching, clinical instruction, practice planning, and available support and resources (P < 0.05) . Conclusion Implementing a practice ledger based on self-directed learning in clinical nursing teaching significantly enhances higher education nursing students′ self-learning abilities, time management skills, and overall satisfaction.

Keywords

• self-directed learning
• diary
• higher education nursing students
• clinical teaching