Juan Arribas-Marín1, Vicente Hernández-Franco2, Calixto Plumed-Moreno3, Ángeles Blanco-Blanco4. 1. San Juan de Dios' University School of Nursing and Physical Therapy, Comillas Pontifical University, Avda. San Juan de Dios, 1. Ciempozuelos, 28350, Madrid, Spain. Electronic address: juanmarribas@comillas.edu. 2. Faculty of Humanities and Social Sciences, Comillas Pontifical University, Universidad Comillas, 3. 28049, Madrid, Spain. Electronic address: vhernandez@comillas.edu. 3. San Juan de Dios' University School of Nursing and Physical Therapy, Comillas Pontifical University, Avda. San Juan de Dios, 1. Ciempozuelos, 28350, Madrid, Spain. Electronic address: cplumed@comillas.edu. 4. Faculty of Education. Complutense University of Madrid, Rector Royo Villanova, s/n, 28040, Madrid, Spain.
Abstract
BACKGROUND: Clinical education, understanding as practicum, plays a key role in nursing education but has been identified as the most challenging and stressful experience for nursing students. Promoting student satisfaction and well-being during clinical practice has a significant effect on learning outcomes, retention and attrition. OBJECTIVES: To examine the predictive power of a social cognitive model of wellbeing when applied to explain academic satisfaction in the clinical practicum and overall life satisfaction of Spanish nursing students. DESIGN/PARTICIPANTS: A cross-sectional correlational study was conducted at four Spanish nursing schools in a 586 student's sample. METHODS: Data were collected through a self-reported questionnaire that included measures of academic support, self-efficacy, goal progress, academic satisfaction, life satisfaction and trait positive affect. The research model was evaluated through structural equation modeling. RESULTS: The proposed model fit well in the full sample and accounted for substantial portions of the variance in academic (50%) and life satisfaction (21%). Most of the hypotheses formulated were verified. The model was invariant across academic year. CONCLUSIONS: The results indicated global support for the social cognitive model of academic satisfaction as a guide for developing interventions to facilitate the positive adjustment and wellbeing of nursing students in the practicum.
BACKGROUND: Clinical education, understanding as practicum, plays a key role in nursing education but has been identified as the most challenging and stressful experience for nursing students. Promoting student satisfaction and well-being during clinical practice has a significant effect on learning outcomes, retention and attrition. OBJECTIVES: To examine the predictive power of a social cognitive model of wellbeing when applied to explain academic satisfaction in the clinical practicum and overall life satisfaction of Spanish nursing students. DESIGN/PARTICIPANTS: A cross-sectional correlational study was conducted at four Spanish nursing schools in a 586 student's sample. METHODS: Data were collected through a self-reported questionnaire that included measures of academic support, self-efficacy, goal progress, academic satisfaction, life satisfaction and trait positive affect. The research model was evaluated through structural equation modeling. RESULTS: The proposed model fit well in the full sample and accounted for substantial portions of the variance in academic (50%) and life satisfaction (21%). Most of the hypotheses formulated were verified. The model was invariant across academic year. CONCLUSIONS: The results indicated global support for the social cognitive model of academic satisfaction as a guide for developing interventions to facilitate the positive adjustment and wellbeing of nursing students in the practicum.