The Mediating Effect of Learning Attitude on Perceived Stress and Academic Self-efficacy of Chinese Nursing Students under the Hybrid Teaching Mode: A Cross-sectional Study

Abstract

Background: The hybrid teaching mode is a kind of teaching mode developed and applied in teaching activities from the perspective of "Internet+". This mode deeply integrates online teaching and offline classroom teaching, breaks through the limitations of time and space, and achieves the teaching goal of taking students as the main body and teachers as the leading role. The hybrid teaching mode has become the most popular teaching mode in Chinese universities. However, it is not clear how this teaching mode affects students’ learning attitude, pressure perception and academic self-efficacy.

Objective: The purpose of this study is to explore the relationship between perceived stress, learning attitude and academic self-efficacy of undergraduate nursing students under the hybrid teaching mode, and provides reference for hybrid teaching.

Design: A cross-sectional study.

Settings and participants: From June 2022 to July 2022, the study was conducted using a convenience sample of 166 undergraduate nursing students from three universities in Xi’ an, China.

Methods: Perceived Stress Scale, Learning Attitude Scale and Academic Self-efficacy Scale were administered to the nursing students by questionnaire star.

Results: Undergraduate nursing students scored 2.69 ± 0.59 on the Perceived Stress Scale, 3.51 ± 0.57 on the Learning Attitude Scale, and 3.41 ± 0.61 on the Academic self-efficacy Scale. The total academic self-efficacy score was significantly negatively correlated with the perception of loss of control dimension of perceived stress (P<0.01), and was significantly positively correlated with undergraduate nursing students learning attitude and all its dimensions except the professional perception dimension (P<0.01). Learning attitude was a partial mediator between stress perception and academic self-efficacy among undergraduate nursing students, with proportion of effects of 49.68%.

Conclusion: Under the hybrid teaching, the undergraduate nursing students perceived stress is at a lower level, and their learning attitude and academic self-efficacy are at a medium to upper level. Perceived stress and learning attitude have a negative and positive impact on academic self-efficacy, respectively. Learning attitude plays an intermediary role between the undergraduate nursing students' perceived stress and academic self-efficacy; The academic self-efficacy of nursing students can be improved by helping them establish a positive learning attitude and reduce their perceived stress.