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

Autori/Autrici

Domenico Scognamiglio Dipartimento di Biomedicina e Prevenzione, Università di Roma Tor Vergata, Roma, Italy https://orcid.org/0009-0003-7166-7347
Greta Ghizzardi ASST di Lodi
Stefano Terzoni Dipartimento di Scienze Biomediche per la Salute, Università degli Studi di Milano, Milano, Italy https://orcid.org/0000-0002-0716-5663
Stefano Maiandi Direzione Aziendale delle Professioni Sanitarie e Sociosanitarie, ASST di Lodi, Lodi, Italy
Maura Lusignani Dipartimento di Scienze Biomediche per la Salute, Università degli Studi di Milano, Milano, Italy

DOI:

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

Parole chiave:

Ambiente Di Apprendimento Clinico, Self-Efficacy Accademica, Studenti Infermieri, Successo Accademico, fallimento accademico

Abstract

INTRODUZIONE: Il fallimento accademico (AF) è un fenomeno frequente nei corsi di laurea in infermieristica, con importanti ripercussioni sul sistema sanitario. L’ambiente di apprendimento clinico (CLE) può influenzare la self-efficacy accademica (ASE), un fattore fondamentale per la motivazione, la capacità di affrontare le difficoltà e il rendimento degli studenti. Tuttavia, il ruolo specifico del CLE non è ancora del tutto chiaro.

OBIETTIVO: Lo studio ha valutato se la qualità del CLE sia in grado di predire l’ASE negli studenti di infermieristica del primo anno.

METODI: È stato condotto uno studio osservazionale trasversale. La qualità del CLE è stata misurata tramite il Clinical Learning Environment Quality Evaluation Index (CLEQI), mentre l’ASE è stata valutata con l’Academic Nurse Self-Efficacy Scale (ANSEs). La relazione tra le due variabili è stata analizzata mediante regressione lineare.

RISULTATI: Hanno partecipato allo studio 142 studenti. Il punteggio medio del CLEQI è risultato pari a 45,4 (DS = 14,3), con valori più elevati nella qualità delle strategie tutoriali e più bassi nell’auto-apprendimento. Il punteggio medio dell’ANSEs è stato 49,2 (DS = 9,0), con valori più alti nel comportamento auto-regolatorio e più bassi nella gestione delle emozioni interne. La qualità del CLE è risultata l’unico predittore significativo dell’ASE (β = 0,333; p < 0,001).

CONCLUSIONI: La qualità del CLE predice in maniera significativa l’ASE. Potenziare le strategie tutoriali, ampliare le opportunità di apprendimento e offrire un maggiore supporto emotivo e all’auto-apprendimento potrebbe favorire il successo accademico degli studenti di infermieristica.

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