The impact of clinical simulation learning motivation on nursing student learning achievement: The mediating effect of learning immersion
10.5977/jkasne.2024.30.2.113
- Author:
Eun Jeong KO
1
;
Eun Jung KIM
Author Information
1. Assistant Professor, School of Nursing ․ Research Institute of Nursing Science, Hallym University
- Publication Type:Original Article
- From:Journal of Korean Academic Society of Nursing Education
2024;30(2):113-123
- CountryRepublic of Korea
- Language:KO
-
Abstract:
Purpose:This study aimed to examine the mediating effect of learning immersion in clinical simulations on the relationship between nursing student learning motivation and achievement in clinical simulation.
Methods:This study was conducted using a cross-sectional survey with 184 nursing students from two universities who participated in clinical simulation between September and December 2022. The participants completed a self-administered questionnaire, and the collected data were analyzed using independent an independent t-test, Mann–Whitney U-test, one-way ANOVA, Pearson’s correlation coefficient, and multiple regression analysis to identify the mediating effects of learning immersion on the relationship between nursing student learning motivation and achievement.
Results:Among the subvariables of nursing student learning motivation, task value and self-efficacy for learning and performance had a significant effect on learning immersion (respectively, β=.36, p=.001; β =.31, p<.001) and learning achievement (respectively, β=.48, p<.001; β=.38, p<.001). With the input of learning motivation variables, the direct effect of learning immersion on learning achievement was significant (β=.20, p=.003), and the effects of learning motivation and task value and self-efficacy on learning achievement was reduced after controlling for learning immersion, which is a mediating variable (respectively, β=.41, p<.001; β=.32, p<.001). The bootstrapping test to confirm the mediating effect of learning immersion was also significant (task value 95% confidence interval [95% CI], 0.02~0.20; self-efficacy 95% CI, 0.01~0.12).
Conclusion:The results of this study suggest that simulation educators should consider learners’ motivation and immersion when organizing and operating clinical simulations.
