Exploring the Interplay of Motivation, Self-Efficacy, and Self-Directed Learning Readiness in Nursing Students during Blended Learning Clinical Rotations: A Preliminary Cross-Sectional Assessment Study
Totok Harjanto1*, Denisa Rahmadanti2, Made Satya Nugraha Gautama3,4, Dimas SEW Sumunar5

1Department of Basic and Emergency Nursing, Faculty of Medicine, Public Health and Nursing Universitas Gadjah Mada, Yogyakarta - Indonesia
2School of Nursing, Faculty of Medicine, Public Health and Nursing Universitas Gadjah Mada, Yogyakarta - Indonesia
3Master of Nursing Program, Faculty of Medicine, Public Health and Nursing Universitas Gadjah Mada, Yogyakarta - Indonesia
4Master Program in School of Nursing, College of Nursing, Taipei Medical University, Taipei - Taiwan
5Health Informatics Programme, Karolinska Institutet, Stockholm - Sweden

Abstract

Background: The integration of blended learning in nursing education can potentially enhance the quality and effectiveness of clinical rotations, a critical component of the nursing curriculum. Prior research has indicated a correlation among motivation, self-efficacy, and self-directed learning readiness (SDLR) with academic performance in online learning environments. However, there is a scarcity of research investigating the impact of these factors on the outcomes of nursing students^ clinical rotations during blended learning.

Objective: This study seeks to elucidate the relationship between motivation, self-efficacy, and SDLR in clinical nursing students engaged in blended learning.

Methods: This is a cross-sectional study with a descriptive analytical approach. The observed variables include motivation, self-efficacy, and self-directed learning readiness, each measured by the Motivated Strategies for Learning Questionnaire (MSLQ) (score range: 31-217), Online Learning Value and Self-efficacy Scale (OLVSES) (score range: 9-63), and The Self-Directed Learning Readiness Scale (SDLRS) (score range: 40-200). Descriptive correlational analysis was utilized to delineate and connect the relationships between these variables. A p-value less than 0.05 was considered statistically significant.
Results: The study included 46 clinical rotation nursing students who had completed the basic nursing practice stage. The majority were female (93.5%), with an average age of 22.3 years. The mean scores for motivation, self-efficacy, and SDLR were 163.9, 45.8, and 154.3 respectively. Pearson correlation analysis revealed a significant correlation between motivation and self-efficacy (p = .001), with a moderate relationship (r = 4.81). However, no significant relationship was found between motivation and SDLR (p = .428) or self-efficacy and SDLR (p = 4.53).

Conclusion and Implication: The findings suggest a significant correlation between motivation and self-efficacy among nursing students during blended learning clinical rotations. However, no significant relationship was observed between either motivation or self-efficacy and SDLR. This suggests that high levels of motivation and self-efficacy do not necessarily equate to readiness for independent learning during clinical rotations in a blended learning environment. These insights underscore the need for additional support and guidance from instructors and mentors to foster SDLR among nursing students during blended learning clinical rotations.

Keywords: nursing students, motivation, self-efficacy, self-directed learning readiness, blended learning, clinical rotation

Topic: Health promotion and education