Determining The Self-Regulated Learning Status Of Nursing Students Regarding Clinical Nursing Practices

Abstract

Self-regulated learning is an important issue to be addressed for clinical nursing practices of nursing students who will be the future healthcare workers. The objective of this descriptive study was to determine the self-regulated learning status of the nursing students regarding clinical nursing practices. The Student’s Introductory Information Form and the “Self-Regulated Learning Scale for Clinical Nursing Practices (SRLSCNP)” were used in data collection. In study 76.6% of the participants were female. When the age groups of the students were evaluated, 61.7% were in the 19-21 age range. A total of, 34.0% were 3rd graders, and 77.0% of them had elementary family structure, and 96.8% had than 1 sibling. When the income levels of the families were evaluated, the income level of 68.1% was equal to the expenses. It was determined that nursing students had good self-regulated learning levels regarding the clinical nursing practices. It was found that the mean learning strategy score of the students was higher than the motivational sub-dimension. It was also found that the scale mean score was affected by the grade of the students and their willingness status of coming to the department. In line with these results, nursing students should be supported to improving and maintaining self-regulated learning situations.

Keywords

• self-regulated learning
• nursing
• student

Hemşirelik Öğrencilerinin Klinik Hemşirelik Uygulamalarına Yönelik Öz Düzenlemeli Öğrenme Durumlarının Belirlenmesi

Abstract

Öz düzenlemeli öğrenme, geleceğin sağlık çalışanları olacak hemşirelik öğrencilerinin klinik hemşirelik uygulamaları için ele alınması gereken önemli bir konudur. Tanımlayıcı nitelikte olan bu araştırmanın amacı, hemşirelik öğrencilerinin klinik hemşirelik uygulamalarına ilişkin öz düzenlemeli öğrenme durumlarını belirlemektir. Veri toplamada araştırmacılar tarafından hazırlanan öğrenci tanıtıcı bilgi formu ve “Klinik Hemşirelik Uygulamalarına Yönelik Öz Düzenlemeli Öğrenme Ölçeği” kullanıldı. Araştırmaya katılan öğrencilerin %76,6’sını kadındır. Öğrencilerin yaş gruplarına bakıldığında %61,7’si 19-21 yaş aralığında olduğu belirlendi, Öğrencilerin %34,0’ünü 3.sınıf, %77,0’si çekirdek aile yapısına sahip ve %96,8’sinin 1 den fazla kardeşi bulunmaktadır. Ailelerin gelir düzeyine bakıldığında %68,1’inin gelir düzeyi gider düzeyine eşittir. Araştırmada hemşirelik öğrencilerinin klinik hemşirelik uygulamalarına yönelik öz düzenlemeli öğrenme durumlarının iyi düzeyde olduğu belirlendi. Öğrencilerin öğrenme stratejisi puan ortalamasının motivasyon alt boyutuna göre daha yüksek olduğu bulundu. Ayrıca ölçek ortalama puanının öğrencilerin notlarından ve bölüme gelme istekliliklerinden etkilendiği görüldü. Bu sonuçlar doğrultusunda, hemşirelik öğrencilerinin öz düzenlemeli öğrenme durumlarını iyileştirmesi ve sürdürmesi desteklenmelidir.

Keywords

• öz düzenlemeli öğrenme
• hemşirelik
• öğrenci

References

1. American Nurses Association. (2010). Nursing: Scope and standards of practice. 2nd Edition. Silver Spring. MD: Nursesbooks.org.
2. Bandura, A. (1977). Social learning theory. Englewood Cliffs. Prentice Hall.
3. Chen, J. H., Björkman, A., Zou, J. H., & Engström, M. (2019). Self–regulated learning ability, metacognitive ability, and general self-efficacy in a sample of nursing students: A cross-sectional and correlational study. Nurse Education in Practice, 37, 15–21. https://doi.org/10.1016/j.nepr.2019.04.014
4. Delanie, C. (2018). Nursing skill achievement [Doctoral dissertation]. College of Saint Mary.
5. Duruhan, K. Türkiye’de okulda geleneksel anlayış ve yöntemlerle insan yetiştirmenin olumsuz etkileri. XIII. Ulusal Eğitim Bilimleri Kurultayı. 2004 [cited 2017 Dec 28]. p. 1 13. https://www.pegem.net/dosyalar/dokuman/125.pdf
6. Gaupp, R., Fabry, G., & Körner, M. (2018). Self-regulated learning and critical reflection in an e-learning on patient safety for third-year medical students. International Journal of Medical Education, 9, 189–194. https://doi.org/10.5116/ijme.5b39.d5a8
7. González, H. C., Carbonero, M. M. Á., Lara, O. F., & Martín, V. P. (2013). “Learning to learn” in nursing higher education. Investigación y Educación en Enfermería, 31(3), 473- 479.
8. Ilgaz, G., & Gül, A. (2014). İlköğretim ikinci kademe öğrencilerinin fen ve teknoloji dersi öz düzenlemeli öğrenme stratejilerinin incelenmesi. Ondokuz Mayıs University Journal of Education Faculty, 33(1), 261–87. https://doi.org/10.7822/egt207

9. Iyama, S., & Maeda, H. (2018). Development of the self-regulated learning scale in clinical nursing practice for nursing students: consideration of its reliability and validity. Japan Journal of Nursing Science, 15(3), 226–36. https://doi.org/10.1111/jjns.12191
10. Karabulut, N., Yaman Aktaş, Y., & Küçük Alemdar, D. (2015). The relationship of clinical learning environment to nursing students’ academic motivation. Kontakt, 17(1), e6- e12. https://doi.org/10.1016/j.kontakt.2015.01.003
11. Keçeci, A. (2017). Self-regulated learning in nursing: A study from a health education course. Journal of Human Sciences, 14(4), 3830–42. https://doi.org/10.14687/jhs.v14i4.4415
12. Kihlstrom, J. (2015). How students learn and how we can help them. Department of Psychology, University of California, Berkley. http://socrates.berkeley.edu/~kihlstrm/GSI_2011.htm
13. Pintrich, P. A. (2004). Conceptual framenwork for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385- 407.
14. Pintrich, P.R. (1995). Understanding self‐regulated learning. New Directions for Teaching and Learning, 63, 3-12. https://doi.org/10.1002/tl.37219956304
15. Sağırlı, M.Ö., & Azapağasi, E. (2009). Investigation of self - regulated learning disabilities of college students. Ankara University Journal of Faculty of Educational Sciences, 42(2), 129-161. https://doi.org/10.1501/Egifak_0000001180
16. Salamonson, Y., Ramjan, L. M., van den Nieuwenhuizen, S., Metcalfe, L., Chang, S., & Everett, B. (2016). Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach. Nurse Education in Practice, 17, 208-213. https://doi.org/10.1016/j.nepr.2016.01.001
17. Şenol, A. (2018). The Investigation of the validity and reliability of the self-regulated learning scale in clinical nursing practice [Unpublished master's dissertation]. Ege University.
18. Sun, J.H., Liu, J.E., Wu, Y., & Li, S.J. (2014). The effects of the student-centered clinical nursing practice mode based on the action research for clinical practicum of undergraduate students in Beijing, China. Procedia-Social and Behavioral Sciences, 141, 839–45. https://doi.org/10.1016/j.sbspro.2014.05.146
19. Get rights and content Toode, K., Routasalo, P., & Suominen, T. (2011). Work motivation of nurses: A literature review. International Journal of Nursing Studies, 48(2), 246-257. https://doi.org/10.1016/j.ijnurstu.2010.09.013
20. Vavrova, S., Hladik, J., & Hrbackova, K. (2012). The determinants of self-regulated learning development in students of helping professions. Procedia-Social and Behavioral Sciences, 69 (1), 332–340. https://doi.org/doi:10.1016/j.sbspro.2012.11.418
21. Zumbrunn, S., Tadlock, J., & Roberts, E-D. (2011). Encouraging Self -Regulated Learning in the Classroom: A Review of the Literature Metropolitan Educational Research Consortium (MERC). Virginia Commonwealth University.