{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,27]],"date-time":"2026-08-27T06:17:44Z","timestamp":1787811464883,"version":"build-2784847793"},"reference-count":32,"publisher":"Wiley","issue":"8","license":[{"start":{"date-parts":[[2026,8,10]],"date-time":"2026-08-10T00:00:00Z","timestamp":1786320000000},"content-version":"vor","delay-in-days":9,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,8,1]],"date-time":"2026-08-01T00:00:00Z","timestamp":1785542400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/501100004410","name":"T\u00fcrkiye Bilimsel ve Teknolojik Ara\u015ft\u0131rma Kurumu","doi-asserted-by":"publisher","award":["1919B012219115"],"award-info":[{"award-number":["1919B012219115"]}],"id":[{"id":"10.13039\/501100004410","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Nursing Open"],"published-print":{"date-parts":[[2026,8]]},"abstract":"ABSTRACT<\/jats:title>\n \n Aim<\/jats:title>\n To examine the relationship between self\u2010regulated learning and perceived clinical stressors among undergraduate nursing students engaged in clinical education.<\/jats:p>\n <\/jats:sec>\n \n Design<\/jats:title>\n A descriptive and correlational cross\u2010sectional study.<\/jats:p>\n <\/jats:sec>\n \n Methods<\/jats:title>\n The study was conducted with 223 undergraduate nursing students enrolled at a public university during the 2022\u20132023 academic year. Participants were recruited using convenience sampling. Data were collected using the Self\u2010Regulated Learning Scale for Clinical Nursing Practices and the Nursing Students' Perceptions of Clinical Stressors Scale. Data were analysed using descriptive statistics, non\u2010parametric tests, Spearman's correlation, and multiple linear regression analysis.<\/jats:p>\n <\/jats:sec>\n \n Results<\/jats:title>\n Nursing students reported relatively high levels of both self\u2010regulated learning and perceived clinical stressors. Students who had voluntarily chosen the nursing profession demonstrated higher self\u2010regulated learning scores than those who had not. Perceived clinical stressor scores differed according to gender, academic year and perceived academic achievement. A weak positive association was identified between self\u2010regulated learning and perceived clinical stressors. However, after adjustment for gender, academic year and academic achievement in the multiple linear regression analysis, self\u2010regulated learning was not an independent predictor of perceived clinical stress. These findings suggest that self\u2010regulated learning and clinical stress represent interconnected aspects of nursing students' clinical learning experiences, although self\u2010regulated learning was not an independent predictor of perceived clinical stress after adjustment for potential confounding variables.<\/jats:p>\n <\/jats:sec>\n \n Impact<\/jats:title>\n \n \n \n \n What problem did the study address?\n \n \n Limited evidence exists regarding the relationship between self\u2010regulated learning and perceived clinical stressors among undergraduate nursing students in clinical education settings.<\/jats:p>\n <\/jats:list-item>\n <\/jats:list>\n <\/jats:p>\n <\/jats:list-item>\n \n \n What were the main findings?\n \n \n Nursing students reported high levels of both self\u2010regulated learning and perceived clinical stressors, and a weak positive association was observed between these constructs.<\/jats:p>\n <\/jats:list-item>\n <\/jats:list>\n <\/jats:p>\n <\/jats:list-item>\n \n \n Where and on whom will the research have an impact?\n \n \n The findings may inform nurse educators, curriculum planners and academic institutions in designing educational approaches that simultaneously support learning regulation and student well\u2010being during clinical training.<\/jats:p>\n <\/jats:list-item>\n <\/jats:list>\n <\/jats:p>\n <\/jats:list-item>\n <\/jats:list>\n <\/jats:p>\n <\/jats:sec>\n \n Reporting Method<\/jats:title>\n STROBE checklist for cross\u2010sectional studies.<\/jats:p>\n <\/jats:sec>\n \n Patient or Public Contribution<\/jats:title>\n No Patient or Public Contribution. Nursing students participated only as study respondents and were not involved in the design, conduct, reporting or dissemination of the study.<\/jats:p>\n <\/jats:sec>","DOI":"10.1002\/nop2.70745","type":"journal-article","created":{"date-parts":[[2026,8,10]],"date-time":"2026-08-10T19:14:51Z","timestamp":1786389291000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Self\u2010Regulated Learning and Perceived Clinical Stressors in Undergraduate Nursing Students: A Cross\u2010Sectional Study"],"prefix":"10.1002","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0009-0008-2950-2254","authenticated-orcid":false,"given":"Yusuf","family":"\u00d6lker","sequence":"first","affiliation":[{"name":"Faculty of Nursing Ege University Izmir T\u00fcrkiye"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0008-8895-6459","authenticated-orcid":false,"given":"Aybike","family":"Olgun","sequence":"additional","affiliation":[{"name":"Faculty of Nursing Ege University Izmir T\u00fcrkiye"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Beyza B\u00fc\u015fra","family":"Altunba\u015f","sequence":"additional","affiliation":[{"name":"Faculty of Nursing Ege University Izmir T\u00fcrkiye"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4878-1841","authenticated-orcid":false,"given":"Esma","family":"\u00d6z\u015faker","sequence":"additional","affiliation":[{"name":"Department of Surgical Nursing, Faculty of Nursing Ege University Izmir 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