The level of nursing students' self-regulated learning and academic locus of control predicting self-confidence and anxiety in clinical decision-making

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today Pub Date : 2025-02-11 DOI:10.1016/j.nedt.2025.106629

İlknur Bektas , Aslı Akdeniz Kudubes , Dijle Ayar , Murat Bektas

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Abstract

Aim

This study examined the extent to which nursing students' self-regulated learning and academic locus of control predict self-confidence and anxiety in clinical decision-making.

Design

This study was a cross-sectional, descriptive, and correlational study.

Methods

The study sample was 627 undergraduate nursing students. Data were collected with the Student Introductory Information Form, Self-Regulated Learning Scale for Clinical Nursing Practice, Academic Locus of Control Scale, and Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale (NASC-CDM). Multiple linear regression analysis evaluated the predictive level of the variables on the self-confidence and anxiety scale subscale scores in clinical decision-making.

Results

The external locus of control and learning strategies significantly explain all sub-dimensions of the self-confidence scale in clinical decision-making. The internal locus of control and learning strategies meaningfully explain the sub-dimensions of the anxiety scale in clinical decision-making using resources to obtain information, fully listening, and knowing and taking action.

Conclusion

Self-regulated learning levels of nursing students affect clinical decision-making. It was determined that students with an internal locus of control had higher self-confidence in clinical decision-making and lower anxiety levels.

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来源期刊

Nurse Education Today 医学-护理

CiteScore

6.90

自引率

12.80%

发文量

349

审稿时长

58 days

期刊介绍： Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education. The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives. Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.