Abstract:

Objective To explore the mediating effect of academic self-efficacy between medical education environment and readiness for interprofessional collaborative learning. Methods Using convenience sampling method，a total of 344 undergraduate nursing students were recruited from five colleges and universities in Jilin Province from March to April 2022. Questionnaire survey was conducted using the General Information Questionnaire，Academic Self-Efficacy Scale，Medical Education Environment Rating Scale and Interprofessional Cooperative Learning Readiness Scale. Results The academic self-efficacy score of 344 undergraduate nursing students was（74.78±10.71） points，the medical education environment score was（136.17±25.38） points，and the interprofessional collaborative learning readiness score was（71.50±9.57） points. The results of the Pearson’s analysis showed a positive correlation between academic self-efficacy of undergraduate nursing students and scores of the medical education environment（r=0.561，P<0.05）. In addition，academic self-efficacy was positively correlated with interprofessional collaborative learning readiness score（r=0.476，P<0.05）；and medical education environment was positively correlated with interprofessional collaborative learning readiness score（r=0.620，P<0.05）. Academic self-efficacy had a partial mediating effect between medical education environment and readiness for interprofessional collaborative learning，with the mediating effect of 28.34%. Conclusion Academic self-efficacy of belonging plays a mediating role between the medical education environment and readiness for collaborative interprofessional learning. Nursing educators can improve undergraduate nursing students’ readiness for interprofessional collaborative learning by improving the medical education environment and enhancing their academic self-efficacy.

Key words: Undergraduate nursing students, Academic self-efficacy, Medical education environment, Preparation for interdisciplinary collaborative learning