The effect of a specific teaching intervention on the perceptions of self-regulation in undergraduate baccalaureate nursing students in Saudi Arabia
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Self-regulation is an important aspect of learning. Students who are capable of self-regulation, plan self-monitoring at different points during the process of knowledge acquisition to increase their likelihood of success and knowledge retention. Using self-monitoring, self-instruction, and self-evaluation processes enables students to become decisive in their learning. Previous studies have confirmed that self-regulated students have great success in college courses, and provided evidence for the positive benefits of self-regulation interventions. Still, nursing education lacks empirical research that focuses on self-regulation quality. The current study explored individual differences in third and fourth-year nursing students’ perceptions of self-regulation profiles in Saudi Arabia before and after the use of a researcher developed self-regulation intervention.
A quasi-experimental, pretest/posttest interventional design with a comparison group was used to achieve the aims of the study. A convenience sample of 306 third and fourth year Saudi nursing students participated in this study. The Self-Regulated Learning Scale in Clinical Practice was used to measure the variables of interest before and after the use of a self-regulation intervention taught in the classroom setting. The researcher developed a self-regulation intervention from the literature using learning plans and goal setting method. Data were collected at the start and end of the semester. Data were analyzed with descriptive statistics, independent t-test, Spearman rank correlation, and repeated measures ANOVA. This research provided preliminary empirical evidence for Saudi baccalaureate nursing students’ perceptions of self-regulation within the applied theoretical framework of Meleis’ (2015) Transitions Theory.
The perception of self-regulation scores increased over the course of the semester for both groups, but there were statistically significant differences in the intervention group only. Therefore, the research hypothesis was accepted. These findings were discussed in light of previous research. Potential reasons for these findings were described. Identifying self-regulation profiles that contribute to behavioral and professional outcomes may assist nurse educators to enhance students’ success by identifying students’ needs, readiness to learn, and their use of learning strategies during college and thereafter.
This study has implications for nursing science and research, nursing education, and practice. Findings of this study may assist nursing researchers to develop and use more sensitive instruments that accurately measure self-regulation. Also, nursing faculty are challenged with implementing self-regulation interventions that enhance and increase students’ perceptions of self-regulation in clinical settings. Further testing of the self-regulation intervention provides support for the current findings. Recommendations for future research include the replication of this study using first and second year nursing students, conducting a longitudinal study and repeated measures to determine the ongoing and contextual approaches to learning self-regulation over time, and to assess the effect of gender differences on self-regulation perceptions.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29162027; ProQuest document ID: 2659276759. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Type | Dissertation |
Acquisition | Proxy-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | Quasi-Experimental Study, Other |
Research Approach | Quantitative Research |
Keywords | Clinical Setting; Nursing Students; Learning Stategies; Motivation |
Grantor | Widener University |
Advisor | Rossi, Rose; Baumberger-Henry, Mary; Klein, Jean; Jeffers, Stephanie |
Level | PhD |
Year | 2022 |
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