Journal article

Exploration of self-regulatory behaviours of undergraduate nursing students learning to teach: A social cognitive perspective

Susan Irvine, Brett Williams, Mehmet Özmen, Lisa McKenna

Nurse Education in Practice | Elsevier BV | Published : 2019

Abstract

Self-regulated learning is a model of learning situated in social cognitive theory that views learners as active participants in their learning. Similarly, peer-learning is a pedagogical approach that assigns greater autonomy to the student and known to enhance student learning. The objective of this study was to determine the self-regulated learning strategies used by final year undergraduate nursing students enrolled in a teaching unit that included a component of peer-teaching. A mixed methods study was conducted across four campuses of one university. Three hundred and five undergraduate nursing students completed The Motivational Strategy for Learning Questionnaire and fourteen student..

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University of Melbourne Researchers