Self-efficacy and self-regulated learning in clinical performance of nursing students: a qualitative research

ABSTRACT

Self-efficacy and self-regulated learning play an important role in applying clinical knowledge and competencies. The aim of this study was to define self-efficacy and self-regulated learning in nursing students' clinical performance during field training. In a qualitative study, 50 participants were selected through purposive sampling method from Iran, Tehran, and Shahid Beheshti Medical Universities. Then 28 semi-structured and 3 focus group interviews were performed with volunteer nursing students. Data was analyzed using content analysis methods. The definition of self-efficacy and self-regulated learning were categorized in five and three themes, respectively. Self-efficacy in clinical performance based on the viewpoints of participants was equal to acquiring clinical skills, assessing patients, and planning, executing, and evaluating care plans. The experience of self-regulated learning in clinical performance was equivalent to efforts for clinical learning along with self-motivation, and practicing nursing process, as well as for acquiring professional behaviors. Self-efficacy and self-regulated learning affect independent patient care capability and help nursing students to promote their competencies and professional skills in this field