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Development of the Self‐Regulated Learning Scale in Clinical Nursing Practice for nursing students: Consideration of its reliability and validity

AIM
This study aimed to develop the Self-Regulated Learning Scale in Clinical Nursing Practice (SRLS-CNP) for the assessment of nursing students and to validate it.


METHODS
Questionnaires, including the SRLS-CNP item pool, were sent to 766 students in the second-to-fourth grades of nursing universities in Japan. The analysis involved an exploratory factor analysis, Cronbach's α, confirmatory factor analysis, and calculation of the Spearman's rank correlation coefficient. In order to confirm stability, 198 students underwent test-retest reliability.


RESULTS
Responses were received from 437 students (return rate: 57.0%); the data of 376 students (valid response rate: 86.0%) were analyzed. Following the factor analysis, the SRLS-CNP was divided into the motivation subscale (two factors, seven items) and learning strategies subscale (three factors, nine items). The motivation subscale items were termed "intrinsic motivation" and "achievement motivation." The learning strategies subscale items were termed "synthesized knowledge and nursing skills," "multidimensional thinking," and "effort control." The Cronbach's α for the SRLS-CNP was 0.853. The verification model in the confirmatory factor analysis showed good conformance; a strong positive correlation was evident between the motivation subscale and the learning strategy subscale. The correlation coefficient for test-retest reliability was 0.77.


CONCLUSION
As shown by its Cronbach's α coefficient, test-retest reliability results, and content, criterion-related, and construct validity, the SRLS-CNP was found to have good reliability and validity.