Integrating life education into the curriculum of health education for nursing students to increase their meaning of life, positive beliefs, and well-being
International Journal of Development Research
Integrating life education into the curriculum of health education for nursing students to increase their meaning of life, positive beliefs, and well-being
Received 10th May, 2017; Received in revised form 15th June, 2017; Accepted 22nd July, 2017; Published online 30th August, 2017
Copyright ©2017, Fu-Ju Tsai, et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study was to understand the effects of a life education intervention on nursing students’ meaning of life, positive beliefs, and well-being for self-directed learning. A pre-experimental design was adopted. 119 3rd-year nursing students completed a life education course and participated in the health education curriculum. Ultimately, 74 nursing students voluntarily participated in the study and filled out the questionnaire on an e-learning platform. A self-report, 19-item questionnaire on the meaning of life (1-6 items), positive beliefs (7-13 items), and well-being (14-19 items) was used to collect the data. Percentages, frequencies, pre-test mean and SD, post-test mean and SD, paired T-test, and P-values were used for the data analysis. Regarding the meaning of life, nursing students showed a mean score on the pre-test of 4.30 and a post-test mean score of 4.62 (P<0.001). Regarding positive beliefs, nursing students had a mean score on the pre-test of 3.97 and a post-test mean score of 4.48 (P<0.001). Regarding well-being, nursing students had a mean score on the pre-test of 4.15 and a post-test mean score of 4.57 (P<0.001). The conclusion of this study was that nursing students had significant improvements in their meaning of life, positive beliefs, and well-being.
