Clinical Learning Environment quality and academic self-efficacy in nursing students: a cross-sectional study

Domenico Scognamiglio; Greta Ghizzardi; Stefano Terzoni; Stefano Maiandi; Maura Lusignani

doi:10.54103/dn/30370

Authors

Domenico Scognamiglio Department of Biomedicine and Prevention, University of Rome Tor Vergata, Rome, Italy https://orcid.org/0009-0003-7166-7347
Greta Ghizzardi ASST di Lodi
Stefano Terzoni Department of Biomedical Sciences for Health, University of Milan, Milan, Italy https://orcid.org/0000-0002-0716-5663
Stefano Maiandi Directorate of Health and Social Care Professions, ASST of Lodi, Lodi, Italy
Maura Lusignani Department of Biomedical Sciences for Health, University of Milan, Milan, Italy

DOI:

https://doi.org/10.54103/dn/30370

Keywords:

Clinical learning environment, academic performance, Nursing student, Academic failure

Abstract

BACKGROUND: Academic failure (AF) is common in nursing programmes, with significant consequences for healthcare systems. The clinical learning environment (CLE) may influence academic self-efficacy (ASE), a key determinant of motivation, resilience, and performance. However, its specific role remains unclear.

AIM: This study examined whether CLE quality predicts ASE among first-year nursing students.

METHODS: A cross-sectional study was conducted. CLE quality was assessed using the Clinical Learning Environment Quality Evaluation Index (CLEQI), and ASE with the Academic Nurse Self-Efficacy Scale (ANSEs). The relationship between CLE and ASE was analysed using linear regression.

RESULTS: A total of 142 students participated. The mean CLEQI score was 45.4 (SD = 14.3), with the highest scores for tutorial strategies and the lowest for self-directed learning. The mean ANSEs score was 49.2 (SD = 9.0), with higher values for self-regulatory behaviour and lower for internal emotion management. CLEQI was the only significant predictor of ASE (β = 0.333, p < 0.001).

CONCLUSIONS: CLE quality significantly predicted ASE. Strengthening tutorial strategies, learning opportunities, and emotional and self-directed learning support may promote academic success.

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