Relationship Between Perception of Constructivism Learning-based Approaches and Self-actualization in Nursing Students

For successful clinical education in a suitable environment and condition, nursing students can be assisted in acquiring the necessary knowledge and skills.

The present study investigated the relationship between the understanding of the learning environment based on constructivism and self-actualization in Kerman University of Medical Sciences nursing students in 2021.

This cross-sectional study utilized a descriptive-analytical method. The study subjects consisted of 160 undergraduate nursing students selected by the census. The information was collected using a demographic profile questionnaire, social constructivist learning environment perception questionnaire, and Ahvaz Self-Actualization Inventory (ASAI). The data were analyzed using Pearson correlation, linear regression, and chi-square tests in SPSS software.

The mean score of understanding the environment based on constructivism and its dimensions was reported as 191.88 ± 30.50, and that of self-actualization was 81.23 ± 12.99. There was a significant positive relationship between understanding the environment based on self-actualization and constructivism and also between all dimensions of understanding the environment based on constructivism and self-actualization (P < 0.050).

The total score of the constructivist-based learning environment predicted self-actualization in nursing students. Self-actualization may change with a change in the dimensions of this approach. The constructivist approach can improve the self-actualization of nursing students, promote their active participation in building knowledge, and increase their interactions, enhancing abilities, talents, and self-actualization. The constructivist learning environment can lead to the growth and development of nursing students in educational environments and increase their interest in academic achievements in education, research, and employment.