Aug 2026· Nurse Education in Practice· Vol 95, pp.
104946
· 0 citations· 56 references
Medicine
TL;DR
The Learning Flow Scale for Thai nursing students demonstrates strong psychometric properties and provides a valid and reliable tool for assessing learning flow in nursing education.
Abstract
Aim
To develop and validate the Learning Flow Scale for Thai nursing students.
Background
Learning flow is a key psychological state that promotes deep engagement, skill development and optimal learning outcomes in nursing education. However, standardized instruments specifically designed to assess learning flow among Thai nursing students remain limited.
Design
A descriptive cross-sectional design was employed.
Methods
A total of 471 undergraduate nursing students across multiple public nursing colleges in Thailand participated in the scale development and validation process. Scale items were generated using both inductive and deductive approaches based on literature review, qualitative insights and theoretical frameworks of flow in learning contexts. The underlying factor structure was explored using exploratory factor analysis (EFA) and subsequently confirmed through confirmatory factor analysis (CFA).
Results
A 23-item Learning Flow Scale with a four-factor structure was identified. The four dimensions were labeled 'Goal-Activity Alignment', 'Real-Time Reflective Clarity', 'Autonomous Learning Experience' and 'Deep Concentration and Immersion'. The overall scale demonstrated excellent internal consistency (Cronbach's α = 0.958), with subscale reliability coefficients ranging from 0.802 to 0.926. Model fit indices from CFA supported the adequacy of the proposed measurement model.
Conclusion
The Learning Flow Scale for Thai nursing students demonstrates strong psychometric properties and provides a valid and reliable tool for assessing learning flow in nursing education. The scale may support educators in identifying students' engagement patterns and designing pedagogical strategies that enhance meaningful and effective learning experiences.
Overall, the CTBLQ demonstrated satisfactory psychometric properties and provides a standardized diagnostic instrument for identifying barriers to Team-Based Learning implementation and may support evidence-informed curriculum evaluation, educational planning, and future research in nursing education while contributing to the advancement of health workforce education through improved implementation of collaborative learning.
P. Kien, Leslie F. Lazaro· International Journal of Nur...· 0 citations
Students who practiced in non-teaching hospitals were significantly more likely to experience the theory–practice gap than those in teaching hospitals, and several contributing factors were identified, including excessive emphasis on theoretical teaching, limited clinical integration, inadequate communication between theoretical and clinical instructors, insufficient learning resources, and weak institutional collaboration between universities and healthcare facilities.
Samuel Abate Walda, A. Dechasa, Meseret Robi Tura et al.· Journal of Taibah University...· 0 citations
Background:
A constructive clinical learning environment (CLE) with a focus on student learning needs is vital for nursing education. Understanding the features of a healthy CLE for under graduate nursing students continues to be a challenge for healthcare organizations and educators in application of theory to practice.
Objective:
The objective of the study was to investigate the determinants of the clinical learning environment as perceived by BScN students in selected public universities in Kenya
Methods
: A descriptive quantitative cross-sectional design was employed where data was collected from consenting participants from two selected public universities in Kenya, using a pre-tested modified clinical learning environment inventory tool. The target population comprised of 125 fourth-year Bachelor of Science nursing students. The census technique will be used in this study. Quantitative data will be analyzed using SPSS version 27 for frequencies mean and percentages then presented using tables, charts, and graphs
Results:
The findings indicate that ward leadership style had a significant influence on clinical learning environment (F = 9.09; t = 3.63; p = 0.000 <0.05), ward culture had an influence on the clinical learning environment (F = 8.46; t = 10.76; p = 0.000 <0.05) and supervisory relationship influenced clinical learning environment (F = 1.13; t = 1.98; p = 0.020 <0.05)
Conclusions:
Ward leadership style, positive ward culture and supervisory relationships can foster a supportive clinical learning environment
Recommendations:
Strengthening leadership support for students while creating a supportive learning environment that promotes and maintain a collaborative learning culture is needed.
Murei Sally, Mosol Priscah, Osotsi Franklin· American Journal of Nursing...· 0 citations
Student-Centered Learning (SCL) has become an important instructional approach in nursing education because it encourages students to actively construct knowledge, strengthen critical thinking, and improve problem-solving abilities. Despite its educational benefits, nursing students frequently encounter various challenges that may limit the effectiveness of SCL implementation. These challenges are influenced by multiple factors, including individual characteristics, learning environments, institutional support, teaching strategies, and the availability of educational resources. This study aims to identify and describe the distribution of factors affecting nursing students’ challenges in Student-Centered Learning. A quantitative descriptive design was employed to examine the prevalence and distribution of these influencing factors among nursing students. Data were collected using a structured questionnaire and analyzed through descriptive statistical methods, including frequency and percentage distributions. The findings indicate that challenges experienced by nursing students are multidimensional, with the most prominent factors relating to learning readiness, time management, academic workload, lecturer facilitation, learning resources, and peer collaboration. The results suggest that successful implementation of Student-Centered Learning requires not only students’ active engagement but also adequate institutional support, effective instructional design, and a conducive learning environment. Understanding the distribution of these influencing factors provides valuable evidence for educators and higher education institutions to develop targeted strategies that enhance students’ learning experiences and improve the effectiveness of Student-Centered Learning in nursing education.
Ambo Anto, Faisal Faisal, Muhammad Fadhlir Rahman MT Hardjo et al.· Jurnal Ners· 0 citations
Of the factors studied, self-efficacy was the strongest predictor of the development of clinical skills, followed by the emotional resilience, motivation, and coping, followed by the emotional resilience, motivation, and coping.
I. C. Enriquez, Dm Cristine A. Geroy, Nenita I. Prado· International journal of res...· 0 citations
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