Volume 21, Issue 3 (6-2023)
Nursing and Midwifery Journal 2023, 21(3): 226-237 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Heydari M, Ghelichi Z, Etemadifar S, Raeisi Shahraki H. THE EFFECT OF INTERVENTIONAL PROGRAMME BASED ON SELF DETERMINATION THEORY (SDT) ON ACADEMIC SELF-REGULATION OF NURSING INTERN STUDENTS IN SHAHREKORD UNIVERSITY OF MEDICAL SIENCES IN 2022. Nursing and Midwifery Journal 2023; 21 (3) :226-237
URL: http://unmf.umsu.ac.ir/article-1-4873-en.html
URL: http://unmf.umsu.ac.ir/article-1-4873-en.html
1- Assiatant professor of nursing, Nursing & Midwifery Faculty, Shahr-e-Kord University of Medical Sciences, Shahrekord, Iran
2- Master's student in Internal-Surgical Nursing, Nursing & Midwifery Faculty, Shahr-e-Kord University of Medical Sciences, Shahrekord, Iran
3- Associate professor of nursing, Nursing & Midwifery Faculty, ShahreKord University of Medical Sciences, Shahrekord, Iran. (Corresponding Author) ,sh.etemadifar@gmail.com
4- Assiatant professo of Biostatistics, Faculty of Health, Shahrekord University of Medical Sciences, Shahrekord, Iran
2- Master's student in Internal-Surgical Nursing, Nursing & Midwifery Faculty, Shahr-e-Kord University of Medical Sciences, Shahrekord, Iran
3- Associate professor of nursing, Nursing & Midwifery Faculty, ShahreKord University of Medical Sciences, Shahrekord, Iran. (Corresponding Author) ,
4- Assiatant professo of Biostatistics, Faculty of Health, Shahrekord University of Medical Sciences, Shahrekord, Iran
Abstract: (1601 Views)
Background & Aims: Nursing intern students should be able to connect their theoretical concepts to clinical knowledge, and by setting goals and planning through self-regulation, they can develop their professional and scientific knowledge. Therefore, the present study was conducted to determine the effect of an interventional program based on self-determination theory on the academic self-regulation of nursing intern students at Shahrekord University of Medical Sciences.
Materials & Methods: This quasi-experimental study was conducted using a pre-test, post-test, and follow-up design with a control group. The population comprised all nursing intern students at Shahrekord and Borujen University in 2022. In total, 60 students were selected through convenience sampling and divided randomly into intervention and control groups. The intervention group was subjected to a self-determination training intervention. The data were collected by the self-regulation questionnaire, then analyzed by using descriptive and analytical statistics tests with SPSSV.23.
Results: The two groups had no significant difference in the mean self-regulation score at the beginning (P<0.05). Immediately after the intervention and the follow-up period, the mean self-regulation score significantly differed between the two groups(P<0.0001). Variance analysis with repeated measures showed that in the intervention group, the effect of time on the mean of self-regulation was significant (P<0.05).
Conclusion: Considering the effect of self-determination training on improving self-regulation, we can use it to improve the self-regulation of nurses and nursing students.
Materials & Methods: This quasi-experimental study was conducted using a pre-test, post-test, and follow-up design with a control group. The population comprised all nursing intern students at Shahrekord and Borujen University in 2022. In total, 60 students were selected through convenience sampling and divided randomly into intervention and control groups. The intervention group was subjected to a self-determination training intervention. The data were collected by the self-regulation questionnaire, then analyzed by using descriptive and analytical statistics tests with SPSSV.23.
Results: The two groups had no significant difference in the mean self-regulation score at the beginning (P<0.05). Immediately after the intervention and the follow-up period, the mean self-regulation score significantly differed between the two groups(P<0.0001). Variance analysis with repeated measures showed that in the intervention group, the effect of time on the mean of self-regulation was significant (P<0.05).
Conclusion: Considering the effect of self-determination training on improving self-regulation, we can use it to improve the self-regulation of nurses and nursing students.
Type of Study: Research |
Subject:
آموزش علوم پزشکی
References
1. Motahari M, Rahimibashar M, Ghasemnegad S. The Relationship between Clinical Self-Efficacy and Academic Achievement Motivation in Nursing Students. Res Med Edu 2020;12(2): 10-20. (Persian). https: //doi.org/10.29252/rme.12.2.10 [DOI:10.29252/rme.12.2.10]
2. Kargar F, Talebi S. A comparative study on visual memory and reaction time in students with Specific Learning Disability and normal students. J Learn Disabil 2021;10(2): 59-77. (Persian) [DOI:10.32598/JLD.10.2.4]
3. Garshasbi A, Taghizadeh A. The Effect of Self- Regulation Skills Training on Academic Achievement Motivation and Academic Performance of Nursing Students in English lesson. Res Med Sci Edu 2018: 10 (1): 9-1. (Persian). https: //doi.org/10.29252/rme.10.1.9 [DOI:10.29252/rme.10.1.9]
4. Li L, Zhu M-l, Shi Y-q, Yang L-l. Influencing factors of self-regulated learning of medical-related students in a traditional Chinese medical university: a cross-sectional study. BMC Med Edu 2023;23(1): 87. https: //doi.org/10.1186/s12909-023-04051-4 [DOI:10.1186/s12909-023-04051-4] [PMID] [PMCID]
5. Archbold Hufty Alegría D, Boscardin C, Poncelet A, Mayfield C, Wamsley M. Using tablets to support self-regulated learning in a longitudinal integrated clerkship. Med Edu Online 2014;19(1): 23638. https: //doi.org/10.3402/meo.v19.23638 [DOI:10.3402/meo.v19.23638] [PMID] [PMCID]
6. Esmaeilpour-Bandboni M, Naderi Shad S, Kobrai F, Gholami-Chaboki B. Students' viewpoints about academic failure and some related factors in guilan university of medical sciences. Res Med Edu 2017;9(3): 72-65. (Persian). https: //doi.org/10.29252/rme.9.3.73 [DOI:10.29252/rme.9.3.73]
7. Van Nguyen H, Laohasiriwong W, Saengsuwan J, Thinkhamrop B, Wright P. The relationships between the use of self-regulated learning strategies and depression among medical students: an accelerated prospective cohort study. Psych Health Med 2015;20(1): 59-70. https: //doi.org/10.1080/13548506.2014.894640 [DOI:10.1080/13548506.2014.894640] [PMID]
8. Dianat H, Razaee AM, Talepasand S, Mohammadifar MA. Predictive Effect of Self-Regulation and Academic Self-Efficacy on the Test Anxiety: Mediat Role Acad Procrast 2018. (Persian) [URL]
9. Entezami N, Ahghar G, Shabani H. The effect of self-regulated learning on conflict resolution styles in guidance school students. New Edu Approach 2017;12(1): 110-29. (Persian) [Google Scholar]
10. Deci EL, Olafsen AH, Ryan RM. Self-determination theory in work organizations: The state of a science. Annu Rev Organ Psychol Organ Behav 2017;4: 19-43. https: //doi.org/10.1146/annurev-orgpsych-032516-113108 [DOI:10.1146/annurev-orgpsych-032516-113108]
11. Sanli EA, Patterson JT, Bray SR, Lee TD. Understanding self-controlled motor learning protocols through the self-determination theory. Front Psychol 2013;3: 611. https: //doi.org/10.3389/fpsyg.2012.00611 [DOI:10.3389/fpsyg.2012.00611] [PMID] [PMCID]
12. Ghobadi K, Haddadi S, Dadashzade S. Achievement Goals Prioritization of Nursing and Midwifery Students and its Relationship with Self-Directed Learning. Edu Strat Med Sci 2015;8(4): 223-9. (Persian) [Google Scholar]
13. Rahmanpour N, Asadzadeh H, Sadipour E, Farrokhi N. Developing and validating a self-determination educational package and determine its effectiveness on internal / external motivation and amotivation on high school students. J Edu Sci 2019;25(2): 71-90. (Persian) [Google Scholar]
14. Rahmanpour N AH SE, Farrokhi N. Effectiveness of the Self-determination Educational Package on Self-directed Learning and Decision-making Styles among High School Students. Edu Strat Med Sci 2019;12(1): 58-67. (Persian) [Google Scholar]
15. Huang Y-C, Backman SJ, Backman KF, McGuire FA, Moore D. An investigation of motivation and experience in virtual learning environments: a self-determination theory. Educ Inf Technol 2019;24(1): 591-611. https: //doi.org/10.1007/s10639-018-9784-5 [DOI:10.1007/s10639-018-9784-5]
16. Ghobadi K, Haddadi S, Dadashzade S. Achievement goals prioritization of nursing and midwifery students and its relationship with self-directed learning. Edu Strat Med Sci 2015;8(4): 223-9. (Persian) [Google Scholar]
17. Azimi N, Bagheri R, Mousavi P, Bakhshandeh-Bavrsad M, Honarjoo M. The Study of Clinical Education Problems and Presenting Solutions for improvement its Quality in Midwifery. Res Med Edu 2016;8(4): 43-51. (Persian). https: //doi.org/10.18869/acadpub.rme.8.4.43 [DOI:10.18869/acadpub.rme.8.4.43]
18. Pirasteh A, khajavi Shojaie K, Jouhari Z. Learning and academic achievement in medical sciences students of Shahed University in the year 2018. 2020. (Persian) [Google Scholar]
19. Rasooli B, Goudarzi H, Rahmati F, Momivand R. Relationship between critical thinking and information literacy with self-regulation strategies in nursing students. Health Res J 2017;2(1): 25-31. (Persian). https: //doi.org/10.18869/acadpub.hrjbaq.2.1.25 [DOI:10.18869/acadpub.hrjbaq.2.1.25]
20. Esmaeili A, Akbarzadeh E, Mohammadi Y, Nemati M, Raeisoon M. Relationship between IQ, cultural intelligence and self-monitoring in the students of Birjand University of Medical Sciences. J Birjand Univ Med Sci 2016;23(3): 268-76. (Persian). https: //doi.org/10.32592/jbirjandunivmedsci.2020.27.3.108 [Google Scholar]
21. Abbasi M. The Study of Relationship Between Self-regulation, Academic Burnout and Learning Passion with Nursing Student Job Adaptability. Educ Strategy Med Sci 2019;12(5): 121-32. (Persian) [URL]
22. Masoumi Jahandizi H, Hejazi M. Evaluation of the status of self-regulatory learning strategies in medical and nursing students of Zanjan University of Medical Sciences in the academic year 2018-19. J Med Edu Dev 2020;13(38): 76-85. (Persian). https: //doi.org/10.29252/edcj.13.38.76 [DOI:10.29252/edcj.13.38.76]
23. Garshasbi A, Taghizadeh A. The Effect of Self-Regulation Skills Training on Academic Achievement Motivation and Academic Performance of Nursing Students in English lesson. Res Med Edu 2018;10(1): 9-1. (Persian). https: //doi.org/10.29252/rme.10.1.9 [DOI:10.29252/rme.10.1.9]
24. azadi dehbidi f, foolad chang m. Causal Model of Academic Engagement: The Role of Academic Support and Academic Self-Regulation. J Instruc Eval 2019;12(47): 159-83. (Persian) [URL]
25. Sabry Abd El-Salam AI, Metwally FG, Abdeen MA. Academic Procrastination and Self-control of Faculty Nursing Students. Zagazig Nurs J 2022;18(2): 15-29. https: //doi.org/10.21608/znj.2022.245633 [DOI:10.21608/znj.2022.245633]
26. Ashuri J, Talapasand S, Bigdali IA. https://psychologyj.tabrizu.ac.ir/article_4140.html [URL]
27. Pintrich PR, Smith DAF, Garcia T, McKeachie WJ. Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq). Edu Psych Measur 1993;53(3): 801-13. https: //doi.org/10.1177/0013164493053003024 [DOI:10.1177/0013164493053003024]
28. Soofi S, Ganji H. titieDevelopment of Structural Model for Prediction of Academic Achievement by Global Self-esteem, Academic self-concept, Self-regulated learning Strategies and Autonomous Academic Motivation By. J Edu Psychol Stud 2014;10(18): 143-66. (Persian). https: //doi.org/10.1016/j.sbspro.2013.12.651 [Google Scholar]
29. Pintrich PR. A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). 1991. [DOI:10.1037/t09161-000]
30. Kadivar P, Farzad V, Dasta M. A Study of Causal Relationship Between Achievement Goals and Self-Regulation Strategies with Math Problem-Solving Performance. Edu Psychol 2012;8(23): 96-118. (Persian) [URL]
31. Field S, Hoffman A. Lessons learned from implementing the Steps to self-determination curriculum. Remedial Spec Educ 2002;23(2): 90-8. https: //doi.org/10.1177/074193250202300205 [DOI:10.1177/074193250202300205]
32. Lewis JC. The impact of the student directed transition planning lessons on the self-advocacy and decision-making skills of students with disabilities: A mixed methods analysis. University of Hawai'i at Manoa. ProQuest Dissertations Publishing 2014: 1-25. [Google Scholar]
33. de Angulo LG-R. Impact of a self-control promotion program on nursing students. Enfermería Clínica (English Edition) 2018;28(2): 118-24. https: //doi.org/10.1016/j.enfcle.2017.03.014 [DOI:10.1016/j.enfcle.2017.03.014] [PMID]
34. Farhangian S, Mihandoost Z, Ahmadi V. The efficacy of emotion regulation therapy on aggression reduction, job stress and general health in nurses. Q J Nurs Manag 2021;9(4). (Persian) [Google Scholar]
35. Amani A, Isanezhad O, Pashabadi S. The effectiveness of emotional self-regulating group training on motivational strategies, academic procrastination and mental health in students. Res Teach 2019;7(3): 181-208. (Persian) [Google Scholar]
36. Duckworth AL, Taxer JL, Eskreis-Winkler L, Galla BM, Gross JJ. Self-Control and Academic Achievement. Ann Rev Psychol 2019;70(1): 373-99. https: //doi.org/10.1146/annurev-psych-010418-103230 [DOI:10.1146/annurev-psych-010418-103230] [PMID]
37. Hofmann W, Luhmann M, Fisher RR, Vohs KD, Baumeister RF. Yes, but are they happy? Effects of trait self‐control on affective well‐being and life satisfaction. J Personality 2014;82(4): 265-77. https: //doi.org/10.1111/jopy.12050 [DOI:10.1111/jopy.12050] [PMID]
38. Luo Y, Zhang Y, Sun X, Dong J, Wu J, Lin X. Mediating effect of self-control in the relationship between psychological distress and food addiction among college students. Appetite 2022;179: 106278. https: //doi.org/10.1016/j.appet.2022.106278 [DOI:10.1016/j.appet.2022.106278] [PMID]
39. Jiang X, Zhang H, Wang T, Zhang C. The association of self-control, self-efficacy, and demographic characteristics with home-based E-learning behavior in nursing and midwifery undergraduates: A cross-sectional study under the COVID-19 epidemic. Nurs Edu Today 2023;120: 105628. https: //doi.org/10.1016/j.nedt.2022.105628 [DOI:10.1016/j.nedt.2022.105628] [PMID] [PMCID]
40. Kazemi M, Kazempoor Dehbidi Z. Investigating the Relationship between Self-regulation and Self-control in Adolescents with Attention Deficit Hyperactivity Disorder. Iran Evolut Edu Psychol J 2022;4(3): 432-40. (Persian). https: //doi.org/10.52547/ieepj.4.3.432 [DOI:10.52547/ieepj.4.3.432]
41. Tangney JP, Baumeister RF, Boone AL. High self‐control predicts good adjustment, less pathology, better grades, and interpersonal success. J Personality 2004;72(2): 271-324. https: //doi.org/10.1111/j.0022-3506.2004.00263.x [DOI:10.1111/j.0022-3506.2004.00263.x] [PMID]
42. Enyuan Z, Huiyu Z. An empirical study on the relationship between subjective well-being, self-control and Internet addiction of college students. J Grad Sch Chin Acad Soc Sci 2017;5: 17-24.
43. Mei S, Yau YH, Chai J, Guo J, Potenza MN. Problematic Internet use, well-being, self-esteem and self-control: Data from a high-school survey in China. Addic Behav 2016;61: 74-9.https: //doi.org/10.1016/j.addbeh.2016.05.009 [DOI:10.1016/j.addbeh.2016.05.009] [PMID] [PMCID]
44. Verhofstadt N. Control yourself!: the relationships between self-control, emotion regulation strategies, and social interaction anxiety. 2017. [Google Scholar]
45. Tornquist M, Miles E. Trait self-control and beliefs about the utility of emotions and emotion regulation in self-control performance. Self Identity 2022: 1-30. https: //doi.org/10.1080/15298868.2022.2146183 [DOI:10.1080/15298868.2022.2146183]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
Contact Information
Address: Urmia University of Medical Sciences, Deputy of Research and Technology,Djahad Ave.,
Urmia-5714783734, IRAN
P.O. Box: 1138,
Tel: 044 - 331937224
Fax: 044 - 32240642
E-Mail:
j.nur.mid
gmail.com, unmfumsu.ac.ir