Department of Psychiatric Nursing, College of Nursing, Taibah University, Madinah, Saudi Arabia.
Public Health Department, Nursing College, Northern Border University, Arar, Saudi Arabia.
Nurs Health Sci. 2024 Mar;26(1):e13090. doi: 10.1111/nhs.13090.
Perceived teacher autonomy support in nurse education remains understudied in the literature. This study examined the relationship between students' perceived teacher autonomy support, perceived competence in learning, and academic performance. A cross-sectional correlation descriptive design was used for 225 participants, undergraduate nursing students studying in Saudi Arabia. Perceived teacher autonomy support, perceived competence in learning, and academic performance were measured using the Learning Climate Questionnaire, Perceived Competence Scale for Learning, and student grade point average, respectively. The results revealed a high level of perceived teacher autonomy support and perceived competence in learning among the nursing students, with students in the internship year (final year) reporting higher perceived teacher autonomy support than students in other years. There was a strong positive correlation between perceived teacher autonomy support and perceived competence in learning. Further, students' perceived teacher autonomy support predicted their academic performance, indicating that those with high perceived teacher autonomy support were more likely to have a higher grade point average. Nurse educators must prioritize student autonomy support for better learning and performance, especially upon enrollment in a nursing program.
在文献中，护理教育中教师自主性支持的感知仍然研究不足。本研究考察了学生感知到的教师自主性支持、学习能力感知与学业成绩之间的关系。采用横断面相关描述性设计，对 225 名在沙特阿拉伯学习的护理专业本科生进行了研究。使用学习氛围问卷、学习能力感知量表和学生平均绩点分别测量感知到的教师自主性支持、学习能力感知和学业成绩。结果显示，护理学生感知到的教师自主性支持和学习能力感知水平较高，实习年（最后一年）的学生比其他年级的学生报告感知到的教师自主性支持更高。感知到的教师自主性支持与学习能力感知之间存在强烈的正相关。此外，学生感知到的教师自主性支持预测了他们的学业成绩，表明那些感知到教师高度自主性支持的学生更有可能获得更高的平均绩点。护理教育者必须优先考虑学生的自主性支持，以促进更好的学习和表现，特别是在注册护理项目时。
