Abstract
Objectives
This study aimed to identify and compare nursing students’ achievement emotions associated with clinical practicums and alternative learning during the COVID-19 pandemic.
Methods
This cross-sectional, descriptive study enrolled 236 nursing students. Participants completed a web-based, self-administered survey regarding achievement emotions. Wilcoxon signed-rank tests were used to calculate mean differences in achievement emotions associated with clinical practicums and alternative learning.
Results
Nursing students who undertook e-learning reported higher negative achievement emotions than those who experienced other alternative learning modalities. Higher achievement emotions were associated with clinical practicums than with alternative learning. The most frequently reported negative emotions were anxiety associated with clinical practicums and boredom with alternative learning.
Conclusions
Nurse educators should design and implement supportive clinical learning experiences to engender productive achievement emotions. Implications for an international audience: Nurse educators should play roles in providing well-designed and supportive clinical learning environments to help nursing students regulate achievement emotions.
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Research funding: None declared.
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Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
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Competing interests: Authors state no conflict of interest.
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Informed consent: Informed consent was obtained from all individuals included in this study.
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Ethical approval: The study protocol and procedures were reviewed and approved by the Institutional Review Board of the Chung-Ang University (IRB No.:1041078-202103-HR-077-01).
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© 2023 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Literature Reviews
- Factors associated with mental health among undergraduate nursing students early in the COVID-19 pandemic: an integrative review
- Experiences of new tenure-track PhD-prepared faculty: a scoping review
- A systematic review of videoconferencing in health professions education: the digital divide revisited in the COVID-19 era
- Research Articles
- Effectiveness of educational video on standardized nursing language for nursing home nurses
- Exploring entry pathways towards nurse practitioner program admissions: a rapid review
- Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa
- Clinical judgment in new nurse graduates: identifying the gaps
- Metacognition and learning transfer under uncertainty
- Perceived knowledge on the ICNP© in undergraduate nursing students: the development of a scale
- Psychometric evaluation of critical incident video instruments for nursing education
- Understanding the impostor phenomenon in graduate nursing students
- E-learning modules to enhance student nurses’ perceptions of older people: a single group pre-post quasi-experimental study
- Self-perceived competence and its related factors in nursing students at graduation: the role of self-efficacy
- Stress, depression, and anxiety among undergraduate nursing students in the time of a pandemic
- Decision-based learning for teaching arterial blood gas analysis
- The impact of university-based education on nursing professional identity: a qualitative examination of students’ experiences
- “You have to strive very hard to prove yourself”: experiences of Black nursing students in a Western Canadian province
- Stressors and learned resourcefulness in baccalaureate nursing students: a longitudinal study
- Faculty experiences of teaching internationally educated nurses: a qualitative study
- Changes in grit and psychological capital at the time of major crisis: nursing students’ perseverance, resources, and resilience
- Improving practicing nurses’ knowledge of the cognitive impairment, continence, and mobility needs of older people
- A multi-layered approach to developing academic written communication skills for nursing students
- Jordanian nursing students’ engagement and satisfaction with e-learning during COVID-19 pandemic
- Barriers and facilitators to enrolling in nursing programs as perceived by male students: a qualitative study in the United Arab Emirates
- Nursing students’ achievement emotions in association with clinical practicums and alternative learning
- A multisite transition to nursing program: an innovative approach to facilitate incoming nursing students’ academic success
- Understanding the student’s experience of community health nursing simulations
- Collaborative online international learning in undergraduate nursing education: from inspiration to impact
- Educational Process, Issue, Trend
- Implementing an LGBTQ+ interprofessional simulation with undergraduate nursing students
- Dialogues on nursing curriculum and pedagogy: a critical planning activity for global educational collaboration
- Understanding poverty through virtual simulation: implications for student clinical practice
- Engaging the creative heArts of nurse educators: a novel conceptual model
- Resilience in nursing education: an evolutionary concept analysis
- A review and comparison of post registration midwifery curriculum in Sri Lanka with global standards
- Steps toward a resilient future nurse workforce
- Perspectives of student incivility in the online learning environment and social media platforms
- Development and implementation of a novel peer mentoring program for undergraduate nursing students
Articles in the same Issue
- Literature Reviews
- Factors associated with mental health among undergraduate nursing students early in the COVID-19 pandemic: an integrative review
- Experiences of new tenure-track PhD-prepared faculty: a scoping review
- A systematic review of videoconferencing in health professions education: the digital divide revisited in the COVID-19 era
- Research Articles
- Effectiveness of educational video on standardized nursing language for nursing home nurses
- Exploring entry pathways towards nurse practitioner program admissions: a rapid review
- Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa
- Clinical judgment in new nurse graduates: identifying the gaps
- Metacognition and learning transfer under uncertainty
- Perceived knowledge on the ICNP© in undergraduate nursing students: the development of a scale
- Psychometric evaluation of critical incident video instruments for nursing education
- Understanding the impostor phenomenon in graduate nursing students
- E-learning modules to enhance student nurses’ perceptions of older people: a single group pre-post quasi-experimental study
- Self-perceived competence and its related factors in nursing students at graduation: the role of self-efficacy
- Stress, depression, and anxiety among undergraduate nursing students in the time of a pandemic
- Decision-based learning for teaching arterial blood gas analysis
- The impact of university-based education on nursing professional identity: a qualitative examination of students’ experiences
- “You have to strive very hard to prove yourself”: experiences of Black nursing students in a Western Canadian province
- Stressors and learned resourcefulness in baccalaureate nursing students: a longitudinal study
- Faculty experiences of teaching internationally educated nurses: a qualitative study
- Changes in grit and psychological capital at the time of major crisis: nursing students’ perseverance, resources, and resilience
- Improving practicing nurses’ knowledge of the cognitive impairment, continence, and mobility needs of older people
- A multi-layered approach to developing academic written communication skills for nursing students
- Jordanian nursing students’ engagement and satisfaction with e-learning during COVID-19 pandemic
- Barriers and facilitators to enrolling in nursing programs as perceived by male students: a qualitative study in the United Arab Emirates
- Nursing students’ achievement emotions in association with clinical practicums and alternative learning
- A multisite transition to nursing program: an innovative approach to facilitate incoming nursing students’ academic success
- Understanding the student’s experience of community health nursing simulations
- Collaborative online international learning in undergraduate nursing education: from inspiration to impact
- Educational Process, Issue, Trend
- Implementing an LGBTQ+ interprofessional simulation with undergraduate nursing students
- Dialogues on nursing curriculum and pedagogy: a critical planning activity for global educational collaboration
- Understanding poverty through virtual simulation: implications for student clinical practice
- Engaging the creative heArts of nurse educators: a novel conceptual model
- Resilience in nursing education: an evolutionary concept analysis
- A review and comparison of post registration midwifery curriculum in Sri Lanka with global standards
- Steps toward a resilient future nurse workforce
- Perspectives of student incivility in the online learning environment and social media platforms
- Development and implementation of a novel peer mentoring program for undergraduate nursing students