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

Abstract

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.