Research Article
The Effect of Student Opinions on the Clinical Rotation of the Surgical Nursing Course on Self-Regulated Learning Skills and Perceptions of Self-Efficiency
Abstract
Objective: It was aimed to determine the effects of nursing students' views on clinical rotation applied to their self-regulated learning skills and self-efficacy perceptions within the scope of surgical nursing course.
Methods: This descriptive study was conducted with 115 nursing students. Data were collected with Sociodemographic Characteristics Form, Opinion Form on Clinical Rotation Practices, Self-Regulated Learning Scale and Clinical Performance Self-Efficacy Scale. In the analysis of the data, mean, standard deviation, number and percentage were evaluated. Student's t, Mann Whitney U and one-way ANOVA tests were applied.
Results: It was determined that the students affected the motivation of the health professionals and instructors with whom they worked in the most rotated field with a significance level of 4.32±0.7. Students who have a positive opinion about rotation; self-regulated learning, motivation and learning syntheses sub-dimension, clinical performance self-efficacy scale mean scores were found to be higher than the students who had a negative opinion about rotation, and there was a statistically significant difference between the mean scores (p<0.001).
Conclusion: The opinions of those who are satisfied with studying in the nursing department about rotation practices are positive. Students who have positive opinions about rotation practice have high self-efficacy and clinical performance self-regulated learning scores.
Project Number
-
References
- Abouelfettoh A, Mumtin S. (2015). Nursing students’ satisfaction with their clinical placement. Journal of Scientific Research and Reports, 4, 490-500.
- Adam AB, Druye AA, Kumi-Kyereme A, Osman W, Alhassan A. (2021). Nursing and midwifery students’ satisfaction with their clinical rotation experience: the role of the clinical learning environment. Nursing research and practice, 2021, 1-9.
- Albani A, Ambrosini F, Mancini G, Passini S, Biolcati R. (2023). Trait emotional intelligence and self-regulated learning in university students during the COVID-19 pandemic: The mediation role of intolerance of uncertainty and COVID-19 perceived stress. Personality and Individual Differences, 203, 111999.
- Al Sebaee HA, Aziz EMA, Mohamed NT. (2017). Relationship between nursing students’ clinical placement satisfaction, academic self-efficacy and achievement. IOSR Journal of Nursing and health Science, 6, 101-112.
- Austria MJ, Baraki K, Doig AK. (2013). Collaborative learning using nursing student dyads in the clinical setting. International Journal of Nursing Education Scholarship, 10, 73-80
- Aydın S, Atalay T. (2015). Öz-Düzenlemeli Öğrenme. 2. Baskı, Ankara, Pegem Akademi, s. 2.
- Aydoğan S. (2016). Ethical problems of nursing students related to acquisition of clinical skills. Turkish Journal of Bioethics, 3, 120-123.
- Cheraghi F, Hassani P, Yaghmaesi F, Alavi-Majed H. (2009). Developing a valid and reliable self-efficacy in clinical performance scale. International Nursing Review, 56, 214-22.
- Cho JH, Baek KH, Cho MO. (2019). Influence of communication competence and compassionate competence on academic self-efficacy of nursing students. Journal of Digital Convergence, 17, 257-265.
- Cho KK, Marjadi B, Langendyk V, Hu W. (2017). Medical student changes in self-regulated learning during the transition to the clinical environment. BMC Medical Education, 17, 1-8.
- Chuan OL, Barnett T. (2012). Student, tutor and staff nurse perceptions of the clinical learning environment. Nurse Education in Practice, 12, 192-197.
- Cornine A. (2020). Reducing nursing student anxiety in the clinical setting: An integrative review. Nursing Education Perspectives, 41, 229-234.
- Dimitriadou M, Papastavrou E, Efstathiou G, Theodorou M. (2015). Baccalaureate nursing students' perceptions of learning and supervision in the clinical environment. Nursing & Health Sciences, 17, 236-242.
- Edraki M, Rambod M, Abdoli R. (2011). The Relationship between Nursing Students' educational Satisfaction and their academic success. Iranian Journal of Medical Education, 1, 32-39.
- Günay U, Kılınç G. (2018). The transfer of theoretical knowledge to clinical practice by nursing students and the difficulties they experience: A qualitative study. Nurse Education Today, 65, 81-86.
- Hakim A. (2014). Nursing students’ satisfaction about their field of study. Journal of Advances in Medical Education & Professionalism, 2, 82.
- Iyama S, Maeda H. (2017). Development of the self-regulated learning scale in clinical nursing practice for nursing students: consideration of its reliability and validity. Japan Journal of Nursing Sciences, 15, 226–36.
- Jeon MK, Kim MS. (2017). Factors influencing satisfaction on clinical practice in nursing students. Journal of the Korea Academia-Industrial Cooperation Society, 18, 40-48.
- Karadağ G, Parlar Kılıç S, Ovayolu N, Ovayolu Ö, Kayaaslan H. (2013). Öğrenci hemşirelerin klinik uygulamada karşılaştıkları güçlükler ve klinik hemşireler hakkındaki görüşleri. TAF Preventive Medicine Bullettin, 12, 665-672.
- Korkmaz İ. (2015). Sosyal öğrenme kuramı. Yeşilyaprak B, editor. Eğitim Psikolojisi Gelişim, Öğrenme, Öğretim. Ankara: Pegem Akademi; 2015. s. 245–69.
- Martínez-Linares JM, Parra-Sáez C, Tello-Liébana C, López-Entrambasaguas OM. (2019). Should we be trained to train? Nursing students’ and newly qualified nurses’ perception on good lecturers and good clinical preceptors. International Journal of Environmental Research and Public Health, 16, 4885.
- Mega C, Ronconi L, De Beni R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106, 121.
- Moon H, Jung M. (2020). The relationship between a disposition of gratitude, clinical stress, and clinical satisfaction in nursing students. Perspectives in Psychiatric Care, 56, 768-776.
- Papastavrou E, Dimitriadou M, Tsangari H, Andreou C. (2016). Nursing students’ satisfaction of the clinical learning environment: a research study. BMC Nursing, 15, 1-10.
- Pozam M, Zaybak A. (2016). Klinik performansta öz-yeterlik ölçeği'nin Türkçe'ye uyarlanması ve psikometrik özelliklerinin incelenmesi. Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 32, 100-117.
- Rahmani A, Zamanzadeh V, Abdullah-Zadeh F, Lotfi M, Bani S. Hassanpour, S. (2011). Clinical learning environment in viewpoint of nursing students in Tabriz University of Medical Sciences. Iranian Journal of Nursing and Midwifery Research, 16, 253.
- Senemoglu N. (2015). Gelişim, Öğrenme ve Öğretim Kuramdan Uygulamaya. 24. Baskı, Ankara, Yargı Yayınevi, s.234-235
- Stănescu-Yadav DN, Lillekroken D. (2023). Nurse preceptors' perceptions of the fundamentals of nursing knowledge gained by students in clinical rotations at nursing homes: A qualitative study. Journal of Professional Nursing, 44, 17-25.
- Swinny B, Brady M. (2010). The benefits and challenges of providing nursing student clinical rotations in the intensive care unit. Critical Care Nursing Quarterly, 33, 60-66.
- Stenberg M, Bengtsson M, Mangrio E, Carlson E. (2020). Preceptors' experiences of using structured learning activities as part of the peer learning model: A qualitative study. Nurse Education in Practice, 42, 102668.
- Şenol A. (2018). Klinik hemşirelik uygulamalarına yönelik Öz Düzenlemeli Öğrenme Ölçeği’nin geçerlik güvenirliğinin incelenmesi. Ege Üniversitesi, Sağlık Bilimleri Enstitüsü, İzmir, Yayınlanmamış Yüksek Lisans Tezi,
- Tecza BM, Boots BK, Mains BC, Dryer LD, Oertle DL, Pontius CJ ve ark. (2018). Incivility toward nursing students in clinical rotations: Measuring the incidence and testing interventions. JONA: The Journal of Nursing Administration, 48, 585-590.
- von Keyserlingk L, Yamaguchi‐Pedroza K, Arum R, Eccles JS. (2022). Stress of university students before and after campus closure in response to COVID‐19. Journal of Community Psychology, 50, 285-301.
- Woods NN, Mylopoulos M, Brydges R. (2011). Informal self-regulated learning on a surgical rotation: uncovering student experiences in context. Advances in Health Sciences Education, 16, 643-653.
- Ye D. (2023). Incorporating Learners’ Digital Trace Data into Self-Regulated Learning Research. American Journal of Distance Education, 1-16.
Cerrahi Hastalıkları Hemşireliği Dersinin Klinik Rotasyonuna İlişkin Öğrenci Görüşlerinin Öz Düzenlemeli Öğrenme Becerileri ve Öz-Yeterlik Algılarına Etkisi
Abstract
Amaç: Cerrahi hastalıkları hemşireliği dersi kapsamında hemşirelik öğrencilerine uygulanan klinik rotasyona ilişkin görüşlerinin öz düzenlemeli öğrenme becerileri ve öz-yeterlik algılarına etkisinin belirlenmesi amaçlandı.
Yöntem: Tanımlayıcı tipte olan bu çalışma 115 hemşirelik öğrencisi ile yürütüldü. Veriler Sosyodemografik Özellikler Formu, Klinik Rotasyon Uygulamalarına İlişkin Görüş Formu, Öz Düzenlemeli Öğrenme Ölçeği ve Klinik Performansta Öz-Yeterlik Ölçeği ile toplandı. Verilerin analizinde ortalama, standart sapma, sayı ve yüzdelik değerlendirildi. Student’s t, Mann Whitney U ve one way ANOVA testi uygulandı.
Bulgular: Öğrencilerin 4.32±0.7 önem düzeyi ile en fazla rotasyon yapılan alanda birlikte çalıştığı sağlık çalışanı ve öğretim elemanının motivasyonunu etkilediği belirlendi. Rotasyona ilişkin olumlu görüşü olan öğrencilerin; öz düzenlemeli, ölçek alt boyutlarından motivasyon ve öğrenme sentezleri alt boyutu, klinik performansta öz-yeterlik ölçeği puan ortalaması rotasyona ilişkin görüşü olumsuz olan öğrencilerden daha yüksek olduğu ve puan ortalamaları arasında istatistiksel olarak anlamlı fark olduğu bulundu (p<0.001).
Sonuç: Hemşirelik bölümünde öğrenim görmekten memnun olanların rotasyon uygulamalarına ilişkin görüşleri olumludur. Rotasyon uygulamasına ilişkin olumlu görüşleri olan öğrencilerin, öz düzenlemeli öğrenme ve klinik performansta öz-yeterlik puanları yüksektir.
Supporting Institution
Çalışmanın herhangi bir kurumsal ya da finansal desteği bulunmamaktadır.
Project Number
-
Thanks
Çalışmaya katılan tüm öğrencilere teşekkürlerimizi sunarız.
References
- Abouelfettoh A, Mumtin S. (2015). Nursing students’ satisfaction with their clinical placement. Journal of Scientific Research and Reports, 4, 490-500.
- Adam AB, Druye AA, Kumi-Kyereme A, Osman W, Alhassan A. (2021). Nursing and midwifery students’ satisfaction with their clinical rotation experience: the role of the clinical learning environment. Nursing research and practice, 2021, 1-9.
- Albani A, Ambrosini F, Mancini G, Passini S, Biolcati R. (2023). Trait emotional intelligence and self-regulated learning in university students during the COVID-19 pandemic: The mediation role of intolerance of uncertainty and COVID-19 perceived stress. Personality and Individual Differences, 203, 111999.
- Al Sebaee HA, Aziz EMA, Mohamed NT. (2017). Relationship between nursing students’ clinical placement satisfaction, academic self-efficacy and achievement. IOSR Journal of Nursing and health Science, 6, 101-112.
- Austria MJ, Baraki K, Doig AK. (2013). Collaborative learning using nursing student dyads in the clinical setting. International Journal of Nursing Education Scholarship, 10, 73-80
- Aydın S, Atalay T. (2015). Öz-Düzenlemeli Öğrenme. 2. Baskı, Ankara, Pegem Akademi, s. 2.
- Aydoğan S. (2016). Ethical problems of nursing students related to acquisition of clinical skills. Turkish Journal of Bioethics, 3, 120-123.
- Cheraghi F, Hassani P, Yaghmaesi F, Alavi-Majed H. (2009). Developing a valid and reliable self-efficacy in clinical performance scale. International Nursing Review, 56, 214-22.
- Cho JH, Baek KH, Cho MO. (2019). Influence of communication competence and compassionate competence on academic self-efficacy of nursing students. Journal of Digital Convergence, 17, 257-265.
- Cho KK, Marjadi B, Langendyk V, Hu W. (2017). Medical student changes in self-regulated learning during the transition to the clinical environment. BMC Medical Education, 17, 1-8.
- Chuan OL, Barnett T. (2012). Student, tutor and staff nurse perceptions of the clinical learning environment. Nurse Education in Practice, 12, 192-197.
- Cornine A. (2020). Reducing nursing student anxiety in the clinical setting: An integrative review. Nursing Education Perspectives, 41, 229-234.
- Dimitriadou M, Papastavrou E, Efstathiou G, Theodorou M. (2015). Baccalaureate nursing students' perceptions of learning and supervision in the clinical environment. Nursing & Health Sciences, 17, 236-242.
- Edraki M, Rambod M, Abdoli R. (2011). The Relationship between Nursing Students' educational Satisfaction and their academic success. Iranian Journal of Medical Education, 1, 32-39.
- Günay U, Kılınç G. (2018). The transfer of theoretical knowledge to clinical practice by nursing students and the difficulties they experience: A qualitative study. Nurse Education Today, 65, 81-86.
- Hakim A. (2014). Nursing students’ satisfaction about their field of study. Journal of Advances in Medical Education & Professionalism, 2, 82.
- Iyama S, Maeda H. (2017). Development of the self-regulated learning scale in clinical nursing practice for nursing students: consideration of its reliability and validity. Japan Journal of Nursing Sciences, 15, 226–36.
- Jeon MK, Kim MS. (2017). Factors influencing satisfaction on clinical practice in nursing students. Journal of the Korea Academia-Industrial Cooperation Society, 18, 40-48.
- Karadağ G, Parlar Kılıç S, Ovayolu N, Ovayolu Ö, Kayaaslan H. (2013). Öğrenci hemşirelerin klinik uygulamada karşılaştıkları güçlükler ve klinik hemşireler hakkındaki görüşleri. TAF Preventive Medicine Bullettin, 12, 665-672.
- Korkmaz İ. (2015). Sosyal öğrenme kuramı. Yeşilyaprak B, editor. Eğitim Psikolojisi Gelişim, Öğrenme, Öğretim. Ankara: Pegem Akademi; 2015. s. 245–69.
- Martínez-Linares JM, Parra-Sáez C, Tello-Liébana C, López-Entrambasaguas OM. (2019). Should we be trained to train? Nursing students’ and newly qualified nurses’ perception on good lecturers and good clinical preceptors. International Journal of Environmental Research and Public Health, 16, 4885.
- Mega C, Ronconi L, De Beni R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106, 121.
- Moon H, Jung M. (2020). The relationship between a disposition of gratitude, clinical stress, and clinical satisfaction in nursing students. Perspectives in Psychiatric Care, 56, 768-776.
- Papastavrou E, Dimitriadou M, Tsangari H, Andreou C. (2016). Nursing students’ satisfaction of the clinical learning environment: a research study. BMC Nursing, 15, 1-10.
- Pozam M, Zaybak A. (2016). Klinik performansta öz-yeterlik ölçeği'nin Türkçe'ye uyarlanması ve psikometrik özelliklerinin incelenmesi. Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 32, 100-117.
- Rahmani A, Zamanzadeh V, Abdullah-Zadeh F, Lotfi M, Bani S. Hassanpour, S. (2011). Clinical learning environment in viewpoint of nursing students in Tabriz University of Medical Sciences. Iranian Journal of Nursing and Midwifery Research, 16, 253.
- Senemoglu N. (2015). Gelişim, Öğrenme ve Öğretim Kuramdan Uygulamaya. 24. Baskı, Ankara, Yargı Yayınevi, s.234-235
- Stănescu-Yadav DN, Lillekroken D. (2023). Nurse preceptors' perceptions of the fundamentals of nursing knowledge gained by students in clinical rotations at nursing homes: A qualitative study. Journal of Professional Nursing, 44, 17-25.
- Swinny B, Brady M. (2010). The benefits and challenges of providing nursing student clinical rotations in the intensive care unit. Critical Care Nursing Quarterly, 33, 60-66.
- Stenberg M, Bengtsson M, Mangrio E, Carlson E. (2020). Preceptors' experiences of using structured learning activities as part of the peer learning model: A qualitative study. Nurse Education in Practice, 42, 102668.
- Şenol A. (2018). Klinik hemşirelik uygulamalarına yönelik Öz Düzenlemeli Öğrenme Ölçeği’nin geçerlik güvenirliğinin incelenmesi. Ege Üniversitesi, Sağlık Bilimleri Enstitüsü, İzmir, Yayınlanmamış Yüksek Lisans Tezi,
- Tecza BM, Boots BK, Mains BC, Dryer LD, Oertle DL, Pontius CJ ve ark. (2018). Incivility toward nursing students in clinical rotations: Measuring the incidence and testing interventions. JONA: The Journal of Nursing Administration, 48, 585-590.
- von Keyserlingk L, Yamaguchi‐Pedroza K, Arum R, Eccles JS. (2022). Stress of university students before and after campus closure in response to COVID‐19. Journal of Community Psychology, 50, 285-301.
- Woods NN, Mylopoulos M, Brydges R. (2011). Informal self-regulated learning on a surgical rotation: uncovering student experiences in context. Advances in Health Sciences Education, 16, 643-653.
- Ye D. (2023). Incorporating Learners’ Digital Trace Data into Self-Regulated Learning Research. American Journal of Distance Education, 1-16.
There are 35 citations in total.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Nursing |
| Journal Section | Araştırma |
| Authors | |
| Project Number | - |
| Early Pub Date | October 31, 2023 |
| Publication Date | March 25, 2024 |
| Submission Date | January 25, 2023 |
| Published in Issue | Year 2024 Volume: 7 Issue: 1 |
