Jun 2026· FWU Journal of Social Sciences· 0 citations· 9 references
TL;DR
Qualitative data revealed that supportive supervision fostered confidence, while micromanagement hindered autonomy, and competence grew with hands-on guidance, and meaningful peer interactions promoted relatedness in nursing students in Indonesia.
Abstract
The transition from academic learning to clinical practice is a pivotal stage in
nursing education, where students must develop autonomy, competence, and
relatedness—core components of self-determination theory (SDT). However,
many pre-clinical nursing students face challenges that hinder these needs,
particularly during hospital training programs. This study explores the selfdetermination needs of pre-clinical nursing students in Indonesia, adopting a
mixed-methods design. Quantitative data from 243 students, gathered through a
modified Self-Determination Scale, were analyzed using partial least squares
structural equation modeling (PLS-SEM). Additionally, interviews with 20
students provided qualitative insights. Findings indicate that autonomy was
significantly influenced by prior clinical experience (β = 0.42, p < 0.001), while
competence was linked to academic preparation (β = 0.38, p < 0.01) and
mentorship quality. Relatedness depended on team cohesion and gender
dynamics, with female students reporting higher support levels (β = 0.31, p <
0.05). Autonomy-supportive supervision (β = 0.47, p < 0.001), structured
mentorship (β = 0.44, p < 0.001), and cohesive team dynamics (β = 0.36, p <
0.01) emerged as key perceived supports for enhancing self-determination.
Qualitative data revealed that supportive supervision fostered confidence, while
micromanagement hindered autonomy. Competence grew with hands-on
guidance, and meaningful peer interactions promoted relatedness. The study
highlights the importance of addressing systemic and cultural factors to improve
students’ clinical learning experiences. These findings contribute to evidencebased strategies for fostering motivation, engagement, and preparedness in
nursing students, enhancing their transition into professional practice
Community nursing practice readiness is an important outcome of nursing education because it determines the ability of final-year nursing students to enter professional roles. This study aims to determine the dominant factors associated with practice readiness and explain their implications for learning. The study used a quantitative analytical design with a cross-sectional approach on final-year nursing students who had participated in community practice. Data were collected using a Likert-scale questionnaire measuring self-efficacy, practice experience, preceptor support, and practice readiness. Analysis was conducted using descriptive statistics, simple linear regression, and multiple linear regression. Separately, self-efficacy, practice experience, and preceptor support were positively and significantly related to practice readiness, with R² of 0.712, 0.669, and 0.794, respectively. In the simultaneous model, self-efficacy was the dominant factor with a beta of 0.63 and p<0.001. Preceptor support remained significant at the borderline significance, while practice experience was no longer significant. The final model explained 81% of the variation in practice readiness. This study concludes that students' self-efficacy is a key element of practice readiness. The novelty of the study lies in the simultaneous examination of three factors in the context of community nursing. Its contribution is to help institutions establish learning priorities based on factors that remain robust after all variables are analyzed statistically together. These findings provide an empirical basis for strengthening learning through simulation, reflection, decision-making, and targeted preceptor mentoring.
Yosua Rumainum, Syaharuddin Nur, Trajanus L Jembise et al.· International Journal of Hea...· 0 citations
Clinical competence is a crucial outcome of nursing education. Many factors bind the education and the clinical environment, and still more factors develop nursing students’ clinical skills. These factors include the student’s personal readiness.
The aim of this study was to describe the phenomenon of personal readiness on the development of nursing students’ clinical skills in the private sector in the Philippines. Specifically, the study viewed personal readiness as self-efficacy, motivation, coping, and emotional resilience.
In this study, a quantitative descriptive correlational design was used on a sample of nursing students from private sector nursing schools in Iligan City. A battery of researcher developed, and some published, self-report questionnaires, were used to measure the above factors. Descriptive statistics, Pearson correlation, multiple regression, and structural equation modeling were used to describe and analyze the data.
Of the factors studied, self-efficacy was the strongest predictor of the development of clinical skills, followed by the emotional resilience, motivation, and coping. Personal readiness showed a positive, significant relationship to clinical competence, confidence, and the accurate execution of procedures and critical thinking. Structural equation modeling showed that personal readiness had a significant influence on the development of clinical skills.
Personal readiness had a significant effect on nursing students’ development of clinical skills. Formal education activities that enhance students’ self-efficacy, motivation, coping, and emotional resilience are likely to develop students’ personal readiness for practice and avail the society of competent nurses.
I. C. Enriquez, C. Dm, Nenita I. Prado, Ph.D· International journal of res...· 0 citations
Clinical education is essential in preparing nursing students to translate theoretical knowledge into safe and effective clinical practice. This mixed-method study examined the influence of clinical instructor competency and feedback quality on nursing students’ clinical performance and explored their lived experiences during clinical exposure in selected higher education institutions in Northern Mindanao, Philippines. Anchored on Social Cognitive Theory and Benner’s Novice to Expert Theory, the study emphasized the role of modeling, guided learning, feedback, and experiential development in fostering clinical competence. This study employed an explanatory sequential mixed-methods design, in which quantitative data were collected first, followed by qualitative data to explain the findings. Data were collected from third- and fourth-year nursing students using validated questionnaires and semi-structured interviews. Findings revealed that students generally perceived their clinical instructors as highly competent, the feedback they received as of high quality, and their clinical performance as very good. Significant relationships were identified between clinical instructor competency and students’ clinical judgment and teaching skills, and between feedback quality and teaching skills. Among the dimensions of clinical instructor competency, mentorship and support emerged as the most influential factor associated with students’ clinical performance. Qualitative findings highlighted students’ experiences of adapting to the clinical environment, managing challenges and stress, developing confidence and competence, benefiting from mentorship and constructive feedback, and strengthening their professional identity. These findings underscore the importance of supportive clinical learning environments in promoting student growth and readiness for practice. The study concludes that while effective instruction and quality feedback contribute to learning, mentorship and supportive guidance play a particularly important role in enhancing nursing students’ clinical performance. Strengthening mentorship programs and faculty development initiatives is therefore recommended to further improve clinical learning experiences and prepare competent, practice-ready nursing graduates.
Louie Jay O. Adlao, Erwin C. Cubillan· International journal of res...· 0 citations
The complex and rapidly changing nature of modern healthcare environments requires future nurses to possess advanced competencies. While 21st-century skills are theoretically expected to enhance nursing students’ clinical reasoning, empirical research exploring this relationship remains scarce. This study aimed to determine the 21st-century skill levels of Generation Z nursing students and examine their association with clinical decision-making.
A cross-sectional correlational design was conducted in December 2025 at a faculty of nursing at a state university in Manisa, Turkey. Data were collected from 386 s-, third-, and fourth-year undergraduate nursing students using convenience sampling via online communication channels. Data collection tools included a sociodemographic form, the Multidimensional 21st Century Skills Scale (M21CSS), and the Nursing Decision-Making Instrument (NDMI-24). Descriptive statistics, independent samples t-tests, one-way ANOVA, Pearson correlation, and multiple linear regression analysis were performed.
The participants’ mean total score for 21st-century skills was 154 ± 20.57, indicating a good level, with the highest scores found in information and technology literacy and the lowest in social responsibility and leadership. The mean NDMI-24 score was 69.96 ± 2.98, positioning the students within a quasi-rational decision-making model. The multiple linear regression analysis revealed that the model explained 52.4% of the total variance in clinical decision-making (
R
2
= 0.524, Adjusted
R
2
=0.518,
F
(5,380) = 83.66,
p
< 0.001). Career awareness (β = 0.31,
p
< 0.001), critical thinking and problem-solving (
β = 0.24
,
p
< 0.001), entrepreneurship and innovation (β = 0.18,
p
< 0.001), and information and technology literacy (β = 0.11,
p
= 0.003) emerged as significant independent predictors predictors of NDMI-24 scores, indicating a shift toward intuitive or quasi-rational decision-making patterns. Although critical thinking showed a negative bivariate correlation with decision making, in the regression model it emerged as a significant positive predictor (β = 0.24,
p
< 0.001), indicating a suppressor effect when considered alongside career awareness and innovation.
Their clinical decision-making appears to align with a transitional, quasi-rational pattern. While critical thinking disposition, career awareness, and innovative skills are associated with clinical decision-making scores, these cross-sectional findings suggest that educational programs may consider exploring simulation-based training and cognitive strategies to support student decision-making in complex clinical scenarios.
Pınar Arpacı, Melda Başer Seçer· BMC Medical Education· 0 citations
Self-directed learning is positively related to core competence both directly and indirectly through professional self-concept as a partial mediator and Educators should consider fostering active learning and professional identity to better prepare students for clinical practice.
Lulu Zheng, Li Li, Yuantong Zang et al.· Frontiers in Psychology· 0 citations