The Relationship Between Laboratory Learning and Nursing Students' Self-Confidence During Preceptorship

Caring: Indonesian Journal of Nursing Science

Simulation-Based Learning, Peer Collaboration and Clinical Confidence Levels of Nursing Students

A well-structured nursing curriculum plays a crucial role in shaping competent healthcare professionals by integrating theoretical knowledge with hands-on clinical practice. This study investigated simulation-based learning, peer collaboration, and the confidence levels of nursing students in the clinical setting. The study utilized a quantitative approach, specifically a descriptive correlational design. It was conducted to Bachelor of Science in Nursing (BSN) program in the first congressional district of Zamboanga Del Sur. The respondents of the study were 120 nursing students, selected using the total enumeration sampling technique. Researcher-made instrument tools were used to conduct the study, namely the Level of Simulation-Based Learning, Level of Peer Collaboration, and Level of Confidence. Frequency and percentage, mean and standard deviation, and the Pearson Product-Moment Correlation Coefficient (Pearson's r) are the statistical procedures applied. The findings show that respondents' levels of simulation-based learning is very high. The respondents peer collaboration is also very high. Additionally, respondents demonstrated a generally high level of confidence. There is a highly significant relationship between respondents’ level of simulation-based learning performance and their level of confidence as well as between peer collaboration and level of confidence across various constructs. Three key predictors contribute to student level of confidence: a realistic environment, feedback and reflection, and shared responsibility. Students' self confidence in their ability to learn was shaped by a realistic atmosphere, feedback and reflection, and shared accountability. It is recommended that the institution adopt high-fidelity simulation-based learning to further strengthen the integration of simulation-based learning across all educational programs.

Evaluation of Professional Readiness Perceptions and Clinical Practice Skills Among Final-Year Nursing Students

Objective: This study aimed to determine the professional readiness levels of final-year nursing students and their perceptions of the basic nursing skills they believe they have acquired during clinical practice.Methods: This descriptive study was conducted in the 2022–2023 academic year at the faculty of nursing of a state university. The population consisted of 170 students, and the sample included 125 who agreed to participate. Data were collected using the Descriptive Information Form, the Nursing Professional Readiness Perception Scale, and the 152-item Basic Nursing Skills Assessment Form based on the National Core Education Program in Nursing (HUÇEP). Data were analyzed using SPSS 21.0 through descriptive statistics and the Mann–Whitney U test with a significance level of p < 0.05.Results: The students’ mean total readiness score was 4.19±0.48, indicating a high level of readiness. Scores were significantly higher among students who willingly chose nursing (p=.040), felt ready to begin their careers (p =.002), and graduated from vocational health high schools (p=.011). The most frequently acquired skills were vital sign measurement, ECG recording and medication administration, while the least acquired skills were condom catheter application, Leopold’s maneuver and terminal care.Conclusions: Students demonstrated high professional readiness and basic clinical skill acquisition. Long-term, structured training programs are recommended.

Assessing the Quality of Nursing Education Among Students as a Basis for an Action Plan

Faculty shortages have become a significant concern in nursing education, potentially affecting the quality of instruction and students’ learning experiences. This study aimed to assess the quality of nursing education among students in a selected institution in Iloilo City in relation to faculty shortages and to determine whether demographic variables influence students’ perceptions. A descriptive-correlational research design was employed. A total of 60 nursing students from Level II to Level IV were selected through purposive sampling. Data were gathered using a validated researcher-made questionnaire consisting of demographic profile and perception indicators, and were analyzed using frequency, percentage, weighted mean, and Pearson correlation. Findings revealed that faculty shortages have a high impact on nursing education, particularly in clinical exposure, academic guidance, instructional quality, and learning environment. Students reported limited supervision, reduced mentoring, and decreased access to faculty support. Despite these challenges, results showed no significant relationship between demographic variables and students’ perceptions, indicating that the effects of faculty shortages are experienced consistently across different groups. The study concludes that faculty shortages significantly affect the overall quality of nursing education. These findings highlight the need for institutional interventions such as faculty recruitment, improved workload management, and enhanced academic support systems to ensure effective teaching and learning outcomes.

Association between Problem-Solving Skills and Knowledge of the Nursing Process and Standardized Nursing Languages among Undergraduate Nursing Students

Introduction. Problem-solving skills and the use of Standardized Nursing Languages (SNLs) are essential for clinical reasoning in nursing education, yet their relationship has been insufficiently explored. This study aimed to describe nursing students’ characteristics alongside their problem-solving skills, compare these across program years, and identify predictors of their knowledge of the nursing process and SNLs, with a specific focus on problem solving. Methods. A prospective observational study was conducted in 2024–2025 among undergraduate nursing students in a public university in Italy. Data were collected through an online survey including a knowledge test on SNLs, the Positions on Nursing Diagnosis scale, and the Problem-Solving Inventory (PSI). Descriptive statistics, ANOVA, correlation analyses, and multiple linear regression were performed. Results. A total of 352 students participated (87.5% female; mean age 22.79). Knowledge levels did not significantly differ across academic years. Higher knowledge was associated with better academic performance, stronger intention to use nursing diagnoses, and higher PSI-Self-Assurance, while larger class size and male sex were negatively associated with knowledge. Regression analysis identified PSI-Self-Assurance, intention to use nursing diagnoses, class size, and sex as significant predictors (R² = 0.11). Discussion. Knowledge of the nursing process and SNLs appears to be more strongly influenced by motivational and cognitive factors than by academic progression alone. Confidence in problem-solving and intentional engagement with nursing diagnoses emerge as key elements in supporting diagnostic reasoning.

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.

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.