The level of nursing students' self-regulated learning and academic locus of control predicting self-confidence and anxiety in clinical decision-making

Abstract

Aim

This study examined the extent to which nursing students' self-regulated learning and academic locus of control predict self-confidence and anxiety in clinical decision-making.

Design

This study was a cross-sectional, descriptive, and correlational study.

Methods

The study sample was 627 undergraduate nursing students. Data were collected with the Student Introductory Information Form, Self-Regulated Learning Scale for Clinical Nursing Practice, Academic Locus of Control Scale, and Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale (NASC-CDM). Multiple linear regression analysis evaluated the predictive level of the variables on the self-confidence and anxiety scale subscale scores in clinical decision-making.

Results

The external locus of control and learning strategies significantly explain all sub-dimensions of the self-confidence scale in clinical decision-making. The internal locus of control and learning strategies meaningfully explain the sub-dimensions of the anxiety scale in clinical decision-making using resources to obtain information, fully listening, and knowing and taking action.

Conclusion

Self-regulated learning levels of nursing students affect clinical decision-making. It was determined that students with an internal locus of control had higher self-confidence in clinical decision-making and lower anxiety levels.