Effect of Self-Regulated Learning by Nursing Students on Ethical Problems in Clinical Teaching

Background The clinical education process, which is essential for nursing education, must be carried out by contributing to students' ethical values and self-regulated learning situations. Aim The study was conducted to evaluate the relationship between self-regulated learning situations and the ethical problems experienced by nursing students in clinical teaching and to determine their views. Methods This study used a mixed-method design with 371 nursing students. Data were collected using the Socio-Demographic Data Form, the Self-Regulated Learning Scale in Clinical Nursing Practice, and The Scale of Ethical Problems in Clinical Teaching in Nursing. The qualitative part was completed with 67 students who reported ethical issues. Results There was a weak, positive, and significant relationship between self-regulated learning in clinical practice and ethical problems in clinical teaching. Qualitative data were analyzed in two themes: "Team members with ethical problems" and "Ethical violation principles". Conclusions It was determined that nursing students experienced fewer ethical problems in clinical teaching as their self-regulated learning level increased. They also reported ethical problems within the team and that the most common violations were patient autonomy and respect for the individual.