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- W4224623364 abstract "Clinical performance is an important competence for nursing students to achieve. However, little is known about the degree to which self-regulated learning mediates the relationships among emotional intelligence, collaboration, and clinical performance in nursing students.This study was designed to investigate the mediating effect of self-regulated learning on clinical performance.A cross-sectional, descriptive, correlational design was used, and a convenience sample of 302 nursing students in Years 3 and 4 of a bachelor's degree program were recruited as participants from five universities in South Korea. Information on participant characteristics, emotional intelligence, collaboration, self-regulated learning, and clinical performance was collected from the participants using self-reported questionnaires from September to October 2019. Partial least squares structural equation modeling was used to evaluate the research model.Emotional intelligence, collaboration, and self-regulated learning were found to be statistically significantly related to clinical performance. Moreover, self-regulated learning was identified as a full mediator of the relationship between emotional intelligence and clinical performance (accounting for 62.0% of the variance) and a partial mediator of the influence of collaboration on clinical performance (accounting for 25.4% of the variance).Nursing educators should encourage self-regulated learning among their students and provide a collaborative learning environment to enhance their students' clinical performance." @default.
- W4224623364 created "2022-04-27" @default.
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- W4224623364 date "2022-04-26" @default.
- W4224623364 modified "2023-10-14" @default.
- W4224623364 title "The Mediating Effect of Self-Regulated Learning on the Relationships Among Emotional Intelligence, Collaboration, and Clinical Performance in Korean Nursing Students" @default.
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- W4224623364 doi "https://doi.org/10.1097/jnr.0000000000000494" @default.
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