Relationships among self-study ability, critical thinking ability, cooperative ability and problem-solving ability in Chinese undergraduate nursing students: An analysis of a longitudinal cohort via cross-lagged models

Background: There is currently a lack of research on the change in self-study ability, critical thinking ability, collaborative ability and problem-solving ability in undergraduate nursing students before and after completing professional courses with blending teaching, as well as the mutual influence of different abilities. Objective: The objective was to understand the longitudinal and bidirectional relationships amongself-study ability, critical thinking ability, collaborative ability and problem-solving ability in undergraduate nursing students. Method: A longitudinal research approach was adopted, with two time points selected (before and after completing professional nursing courses). Correlation analysis and a cross-lagged model were used to explore the changes in various abilities of undergraduate nursing students before and after completing professional courses, as well as the interactions between different abilities. Result: Problem-solving skills were correlated with various other variables. Self-directed learning ability at the initial time point was negatively correlated with certain variables. Self-study ability had a significant and negative predictive effect from Time 1 to Time 2. Collaborative ability significantly and positively influenced self-study ability from Time 1 to Time 2. Problem-solving ability showed a significant and positive predictive effect from Time 1 to Time 2 and positively influenced collaborative ability from Time 1 to Time 2. Self-study ability had a significant and negative impact on critical thinking from Time 1 to Time 2. Conclusion: Undergraduate Nursing students' self-study, collaborative and problem-solving abilities are interrelated. Beginning in the early years of study, educators should revamp teaching methods and models to assist students in unlearning conventional learning and thought processes. Teachers should aim to foster collaborative problem-solving skills by applying knowledge, thereby augmenting students’ overall problem-solving proficiency.