Development of the Self-Regulated Learning Scale in Clinical Nursing Practice for nursing students: Consideration of its reliability and validity

The relationship between self-regulated learning, mindful agency, and psychological resilience in Chinese master of nursing specialists: A cross-sectional study

Background

Self-regulated learning helps to improve academic performance and is an important strategy for the sustainable development of Master of Nursing Specialists. Consequently, it is relevant to identify the factors that affect self-regulated learning and analyze the correlation between them.

Objective

This study examined the status quo of self-regulated learning, the relationship between self-regulated learning, mindful agency, and psychological resilience, and explored whether mindful agency and psychological resilience influence self-regulation learning.

Methods

Chinese Master of Nursing Specialists were recruited to participate in an online survey from March to November 2022. Self-regulated learning, mindful agency, and psychological resilience were measured using three questionnaires, including the Self-Regulated Learning Scale for Clinical Nursing Practice Scale (SRLS-CNP), the Mindful Agency Scale, and the 10-item Connor-Davidson Resilience Scale (CD-RISC-10). The data were processed and analyzed using SPSS26.0. The statistical methods included descriptive statistics, Pearson’s correlation analyses, and multiple linear regression.

Results

Self-regulated learning of Chinese Master of Nursing Specialists was medium level (59.24 ± 9.33 scores). Mindful agency and psychological resilience were positively correlated with self-regulated learning (p < 0.01) and important predictors of self-regulated learning of Master of Nursing Specialists, explaining 44.6% of the variation.

Conclusion

Mindful agency and psychological resilience affected the self-regulated learning level of Master of Nursing Specialists in clinical practice. These results will enable clinical educators to pay more attention to the personal psychological factors of Master of Nursing Specialists to improve their self-regulated learning ability through mindful agency and psychological resilience.

The relationships between self-regulated learning in clinical nursing practice and self-efficacy: A cross-sectional study among nursing students

PURPOSE

The aim is to examine self-regulated learning and self-efficacy levels of nursing students, the relationship between them, and to reveal the variables that make a significant difference.

DESIGN AND METHODS

This descriptive, cross-sectional study was conducted with a total of 417 nursing students. The data were collected using the Self-Regulated Learning Scale in Clinical Nursing Practice and Self-Efficacy Scale.

FINDINGS

Nursing students have high self-regulated learning (60.28 ± 11.47) and moderate self-efficacy (62.72 ± 11.04) scores, and there is a weak positive and significant relationship between them (r = 0.349, p < 0.001). Students' gender, grade, and self-confidence in practice made a significant difference in the scores (p < 0.05).

PRACTICAL IMPLICATIONS

Developing the self-regulated learning levels of nursing students can help increase the clinical practice performance of students by affecting their self-efficacy levels.

Examining self-regulated learning of nursing students in clinical practice: A descriptive and cross-sectional study

BACKGROUND

How and how much learning occurs during the clinical practice process is connected with the concept of self-regulated learning. As a life-long learner, the nurse can explore learning strategies when he/she is a student, the first step in the nursing profession, by arranging and organizing his/her own learning. This contributes to the development of professional skills and competencies.

OBJECTIVES

This study aims to examine self-regulated learning towards clinical practice and the influencing factors in nursing students.

DESIGN

Descriptive cross-sectional design.

SETTINGS AND PARTICIPANTS

The research sample comprised 614 students in the nursing department in the 2019-2020 academic year.

METHODS

Data concerning the students' demographic characteristics and self-regulated learning were collected using the "Individual Information Form" and the "Self-Regulated Learning Scale for Clinical Nursing Practices". Personal characteristics were analyzed with numeric and percentage calculations, and some mean scores pertaining to the scale with ANOVA, Independent T and Logistic Regression Tests.

RESULTS

The mean total scale score of the students was 61.0 ± 10.7. The motivation and learning strategy scores of the first year students were reported to be significantly higher than the other students (p < 0.05). The mean scale score of females (61.7 ± 10.1) was significantly higher than that of males (58.5 ± 12.3) (p < 0.05). Moreover, it was found that fourth year students felt competent 3.8 times more than first year students (p < 0.05) (95% CI (OR) = 0.17-0.40).

CONCLUSIONS

Self-regulated learning was reported to be higher in females, first year students, those who had an interest in nursing, and those who see academicians as role models. Moreover, it was reported that fourth year students felt more competent than first year students. Considering that self-regulated learning will increase success in following constantly developing health technologies and changing scientific knowledge and adapting to the working environment, it is recommended to identify the factors affecting self-regulation and support students in this direction.

Contributions of Positive Psychology in Self-Regulated Learning: A Study With Brazilian Undergraduate Students

Self-regulated learning (SRL) is an important factor for academic success. The present study aimed to investigate the relationship between constructs typical of positive psychology (PP; self-esteem, self-efficacy, affects, life satisfaction, optimism, and hope) and SRL while indicating the explained variance of these constructs in an SRL model. The study comprised 1,046 undergraduate students from 63 public higher education institutions from all demographic regions of Brazil. Significant correlations (p < 0.01) were found between SRL and all PP variables. Moderate correlations were found with self-efficacy and positive affects. The linear regression analysis indicated that one model explains 41.9% of the variance in SRL. The data are discussed based on the potential of PP and SRL interventions to improve academic performance and student adaptation to higher education environments.