A Correlational Analysis Between Level of Self-Confidence and Motivation During Hospital-Based Clinical Education of BSN Students of St. Mary’s College of Baliuag, Inc.
2026· International journal of research and innovation in social science· 0 citations
TL;DR
The findings suggest that students with greater confidence in their clinical abilities are more likely to exhibit higher motivation during clinical learning experiences, and strengthening both self-confidence and motivation through supportive educational interventions may enhance nursing students’ clinical competence and professional development.
Abstract
Clinical education is an essential component of nursing education, allowing students to apply theoretical knowledge in real healthcare settings. However, psychological factors such as self-confidence and motivation may influence students’ learning experiences and performance during clinical exposure. This study aimed to determine the level of self-confidence and motivation among Bachelor of Science in Nursing (BSN) students and examine the relationship between these variables during hospital-based clinical education. An embedded correlational design was employed involving BSN Level 3 and Level 4 students at St. Mary’s College of Baliuag, Inc. Data were collected using a structured questionnaire utilizing a 4-point Likert scale and analyzed using weighted mean and Pearson's correlation coefficient. Results revealed that the respondents demonstrated a very high level of self-confidence (M = 3.48) and motivation (M = 3.70). Furthermore, a strong and statistically significant positive relationship was found between self-confidence and motivation (r = 0.690, p < .001). The findings suggest that students with greater confidence in their clinical abilities are more likely to exhibit higher motivation during clinical learning experiences. Strengthening both self-confidence and motivation through supportive educational interventions may enhance nursing students’ clinical competence and professional development.
A substantial proportion of first-year nursing students experience moderate-to-high examination anxiety, and structured psychosocial support from parents and teachers, alongside institution-led self-study skill-building programmes, may help mitigate examination-related anxiety in this population.
Seethalakshmi S., V. G, J. D. et al.· Genetics and Molecular Resea...· 0 citations
The results of the data analysis showed a significant relationship between laboratory learning and student self-confidence, which means that the better the laboratory learning, the higher the students' self-confidence, with a moderate strength of relationship.
R. E. Nurhidayah, Erniyati, Reisy Tane et al.· Caring: Indonesian Journal...· 0 citations
Stress is a common problem frequently experienced by nursing students during clinical practice. Factors such as academic workload, adaptation to a new environment, and high academic expectations may increase the risk of stress. Self-efficacy is assumed to play an important role in reducing stress levels. This study aimed to investigate the relationship between self-efficacy and stress levels among students undertaking their first clinical practice at the Health Department of Subang State Polytechnic. This quantitative study employed a descriptive correlational design with a cross-sectional. The sample consisted of 120 third-semester students who were about to undertake clinical practice, selected using total sampling. The instruments used were the General Self-Efficacy Scale (GSES) and the Depression Anxiety Stress Scale (DASS-21). Data were analyzed using the Spearman Rank test. The results showed that 86% of students had high self-efficacy. The result showed that, 43.3% experienced moderate stress, 31.8% severe stress, 13.3% mild stress, and 11.6% were within the normal category. There was a significant negative relationship between self-efficacy and stress levels (r = -0.210; p = 0.040). Higher self-efficacy was associated with lower stress levels. Programs to enhance self-efficacy should be integrated with psychomotor skills training in nursing laboratories to better prepare students for clinical challenges and develop effective stress-management skills. This can be achieved by incorporating stress-management content into the curriculum, particularly in early programs and during students first clinical experiences.
Achmad Vindo Galaresa, Firmansyah, H. Agustina et al.· Citra Delima Scientific jour...· 0 citations
BACKGROUND
Academic success in medical and nursing education depends not only on cognitive skills but also on psychological factors. Sense of coherence (SOC) and locus of control (LOC) are key predictors of coping and motivation. This study examined the relationship between academic performance, SOC, and LOC among medical and nursing students.
METHODS
This descriptive-correlational, cross-sectional study was conducted between April and July 2024 at Ahvaz Jundishapur University of Medical Sciences. A sample of 348 medical (65.2%) and nursing (34.8%) students completed a demographic questionnaire, the Sense of Coherence Scale (SOC-13), and Rotter's Locus of Control Scale. Academic performance was measured using cumulative Grade Point Average (GPA). Data were analyzed using Pearson correlation, independent t-tests, ANOVA, and multiple linear regression (Simultaneous and Stepwise methods).
RESULTS
The mean scores were 54.53 ± 10.85 for SOC, 10.52 ± 2.57 for LOC (41.1% internal, 58.9% external), and 15.28 ± 1.36 for GPA. GPA correlated positively with SOC (r = 0.519, p < 0.001) and negatively with LOC (r = -0.272, p < 0.001). In the simultaneous multiple linear regression model, SOC (β = 0.496, p < 0.001), female gender (β = 0.129, p = 0.005), and nursing major (β = 0.127, p = 0.036) were significant independent predictors of GPA (Adj. R2 = 0.281). In the stepwise regression model, SOC (β = 0.529, p < 0.001) and female gender (β = 0.133, p = 0.004) emerged as the final robust predictors, accounting for 28.3% of the variance in GPA.
CONCLUSION
SOC and female gender are the most consistent and powerful independent predictors of academic achievement among medical and nursing students. While LOC and academic interest show initial correlations with GPA, their predictive power diminishes when accounting for SOC in multivariate models. Medical education curricula should integrate interventions to strengthen students' SOC to enhance their psychological resilience and academic success.
Ali Nasirzadeh Dashtegol, Mehrnaz Ahmadi, Nazanin Damsaz Hafshejani· BMC Medical Education· 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
BACKGROUND First-year nursing students may encounter difficulties while adapting to academic requirements, hostel living, separation from family, clinical responsibilities, and changes in their social environment. These challenges can influence their physical, psychological, social, spiritual, and academic well-being. AIM To assess adjustment problems and coping strategies among students in selected nursing colleges of District Mandi, Himachal Pradesh, and to determine the relationship between adjustment problems and coping strategies. METHODOLOGY A quantitative approach with a descriptive research design was adopted. The study involved 300 first-year B.Sc. Nursing and GNM students selected through non-probability purposive sampling. Data were collected using a self-structured checklist for adjustment problems and a five-point Likert scale for coping strategies. Frequency, percentage, mean, standard deviation, Chi-square test, and Pearson’s correlation coefficient were used for data analysis. RESULTS The findings showed that 206 (68.7%) students had moderate adjustment problems, 94 (31.3%) had mild adjustment problems, and none had severe adjustment problems. Regarding coping strategies, 220 (73.33%) students demonstrated average coping, 43 (14.33%) demonstrated poor coping, and 37 (12.33%) demonstrated good coping. The mean adjustment problem score was 11.06 ± 2.88, while the mean coping strategy score was 72.58 ± 13.64. A strong positive correlation was observed between adjustment problems and coping strategies (r = 0.724, p < 0.001). Significant associations were found between adjustment problems and age, father’s occupation, and mother’s occupation (p < 0.05). CONCLUSION The study concluded that first-year nursing students commonly experienced moderate adjustment problems and generally used average coping strategies. Early identification of adjustment difficulties and supportive measures such as orientation, counseling, and guidance may help promote students’ well-being and academic functioning.
Meenakshi, S. Pathania, Priyanka Sharma et al.· International Journal of Sci...· 0 citations
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