TƯ DUY PHÁT TRIỂN VÀ CÁC YẾU TỐ LIÊN QUAN Ở SINH VIÊN ĐIỀU DƯỠNG TRƯỜNG ĐẠI HỌC Y DƯỢC CẦN THƠ

Abstract

Background: Growth mindset is the belief that intelligence and other abilities can be developed through personal effort. Learners with a growth mindset are willing to challenge themselves, view failure as a learning experience, and learn from their own setbacks. Objectives: To explore mindset perspective and related factors among nursing students at Can Tho University of Medicine and Pharmacy. Materials and Methods: A descriptive cross-sectional study was conducted involving 265 nursing students at Can Tho University of Medicine and Pharmacy. Mindset orientation was assessed using the Williams Inventory of Learning Strategies (WILS), which comprises four components: mindset, learning strategies, willingness to remediation and review, and fear of failure and avoidance. Results: Only 23.8% of the participants exhibited a growth mindset. A majority of students reported effective use of learning strategies (72.8%), 66.6% demonstrated a high level of willingness to remediation and review, and 56.5% reported a low level of fear of failure and avoidance. Significant differences in mindset were observed across groups with varying socioeconomic backgrounds (f=3.136, p=0.045) and age (r=-0.158, p<0.01). A moderate positive correlation was identified between overall mindset scores and fear of and avoidance of failure (r=0.318, p<0.001). Conclusion: The growth mindset of nursing students is limited. Nursing educators should identify contributing factors and implement interventions to foster its development.