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

Abstract

<i>Background</i>: Few studies have examined whether nursing undergraduates can cope with a problem-based learning curriculum and its associated factors.<i>Objectives</i>: We studied nursing undergraduates' evaluations and attitudes related to the problem-based learning teaching method and their associated factors in the Chinese context, and evaluated their self-efficacy for coping with the problem-based learning curricula.<i>Methods</i>: A purposely designed 20-item questionnaire was used to quantify how nursing undergraduates evaluated the problem-based learning mode and their associated factors. Coping self-efficacy was measured with a modified Chinese version of the scale.<i>Results</i>: The total coping self-efficacy score of nursing undergraduates was 53.32 ± 5.238 (<i>M</i> ± SD).<i>Conclusions</i>: The coping self-efficacy of nursing undergraduates was moderate, making them better qualified to cope with a problem-based learning curriculum. To increase nursing undergraduates' coping self-efficacy, we should take measures to decrease nursing undergraduates' stress regarding problem-based learning curricula and give them more opportunities to obtain abundant periodicals through the internet.