This study will evaluate whether a structured clinical teaching approach improves nursing students' motivation, learning strategies, and attitudes toward clinical practice. A total of 137 second-year nursing students will be randomly assigned to either a structured clinical teaching group or a routine clinical teaching group.
The structured clinical teaching group will take part in interactive learning activities such as question-and-answer sessions, discussions, microteaching, concept mapping, structured feedback, and teach-back during a 7-week clinical education period. The control group will continue with the routine clinical teaching process. Participants will complete questionnaires before and after the intervention to assess changes in motivation, learning strategies, and attitudes toward clinical practice.
Second-year undergraduate nursing student at Izmir Katip Celebi University
Enrolled in the Nursing Education course
Participating in the clinical practice component of the course
Willing to participate voluntarily in the study
Incomplete completion of the data collection forms
Failure to participate in either the pre-intervention or post-intervention assessment
Parallel
Structured Clinical Teaching Intervention
BehavioralThe structured clinical teaching intervention is a 7-week educational program delivered during clinical practice. It combines predefined clinical learning goals with interactive question-and-answer sessions, guided discussions, three microteaching activities, structured feedback from peers and the instructor, concept mapping, use of teaching materials, case-based discussion, reflective sharing, and teach-back during patient education. The intervention is implemented in addition to the routine clinical course activities and is designed to promote active participation, motivation, use of learning strategies, and positive attitudes toward clinical practice.
Routine Clinical Teaching
BehavioralRoutine clinical teaching provided within the Nursing Education course according to the standard course implementation. Participants receive the usual clinical teaching activities without the additional structured components used in the experimental group, such as planned microteaching sessions, structured feedback, concept mapping, and teach-back.
Change in Motivation Score on the Motivated Strategies for Learning Questionnaire
Motivation will be assessed using the 31-item motivation section of the Turkish version of the Motivated Strategies for Learning Questionnaire (MSLQ). Each item is rated on a 7-point Likert scale from 1 to 7. The scale assesses students' motivational orientations toward learning. Higher scores indicate a higher level of learning motivation.
Change in Learning Strategies Score on the Motivated Strategies for Learning Questionnaire
Learning strategies will be assessed using the 50-item learning strategies section of the Turkish version of the Motivated Strategies for Learning Questionnaire (MSLQ). Each item is rated on a 7-point Likert scale from 1 to 7. The learning strategies section comprises nine subscales assessing students' cognitive, metacognitive, and resource management strategies used during learning. Subscale scores will be calculated according to the validated scoring procedure.
Change in Attitude Toward Clinical Practice Score
Attitudes toward clinical practice will be assessed using the 26-item Attitude Toward Clinical Practice Scale for Nursing Students. Each item is rated on a 5-point Likert scale from 1 to 5. The scale comprises four subscales: beliefs and expectations toward clinical practice, positive approach toward clinical practice, negative approach toward clinical practice, and personal development. Items 9-12, 22, 24, and 25 are reverse scored. Higher overall scores indicate more positive attitudes toward clinical practice.
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