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

Abstract

BackgroundHow 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. ObjectivesThis study aims to examine self-regulated learning towards clinical practice and the influencing factors in nursing students. DesignDescriptive cross-sectional design. Settings and participantsThe research sample comprised 614 students in the nursing department in the 2019–2020 academic year. MethodsData 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. ResultsThe 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). ConclusionsSelf-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.