Factors associated with nursing students' self‐regulated learning in clinical practicum: A descriptive cross‐sectional study

Self‐regulated learning is essential to nursing students' professional development, especially in the management of their learning and adaptation to complex clinical learning environments. This study aimed to explore the self‐regulated learning status and associated factors of nursing students...

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Vydané v:Nursing & health sciences Ročník 25; číslo 1; s. 98 - 107
Hlavní autori: Subaş, Furkan, Karaçay, Pelin
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Melbourne John Wiley & Sons Australia, Ltd 01.03.2023
Blackwell Publishing Ltd
Predmet:
Clinical assessment
Clinical medicine
Clinical nursing
clinical practicum
Clinical training
Cognitive style
College students
Cross-Sectional Studies
Data analysis
Description
Education, Nursing, Baccalaureate - methods
Elementary school students
Female
Humans
Learning
Learning environment
Male
Nurses
Nursing
Nursing education
nursing students
Practice placements
Preceptorship
Professional development
Professional practice
Professional training
Regression analysis
self‐regulated learning
Sociodemographics
Students
Students, Nursing
Surveys and Questionnaires
Undergraduate education
learning environment
self-regulated learning
nursing education
nursing students
clinical practicum
ISSN:1441-0745, 1442-2018, 1442-2018
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Popis
Shrnutí:Self‐regulated learning is essential to nursing students' professional development, especially in the management of their learning and adaptation to complex clinical learning environments. This study aimed to explore the self‐regulated learning status and associated factors of nursing students in clinical practicum. The study was conducted with 764 second‐, third‐, and fourth‐year nursing students from 135 nursing undergraduate programs in Turkey. Data were collected using a questionnaire that consisted of sociodemographic characteristics, factors affecting learning, and the “Self‐Regulated Learning Scale in Clinical Nursing Practice.” Descriptive methods, univariate linear regression, and multiple linear regression were used for data analysis. The results of the multiple regression analysis revealed that being female, having a higher academic grade point average, having willingly chosen the nursing profession, feeling comfortable in clinical practicum, having the ability to transfer theoretical knowledge into practice, and making sufficient effort to learn in clinical practicum were factors associated with nursing students' self‐regulated learning; these factors explained 45.1% of the variance. The study suggests that positive learning clinical environments can support students in the use of self‐regulated learning approaches.
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ISSN:1441-0745
1442-2018
1442-2018
DOI:10.1111/nhs.12997