Psychometric properties of the Persian version of the self-regulated learning scale in clinical nursing practice for nursing students: A methodological study
4 affiliations
- 1Phd in nursing, Clinical Research Development Unit (CRDU), Baqiyatallah al-Azam Hospital, Golestan University of Medical Sciences, Aliabad-e katul, Iran
- 2Department of Nursing, Gonbad Kavous School of Nursing, Golestan University of Medical Sciences, Gonbad Kavous, Iran
- 3Students Research Committee, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
- 4Department of Emergency Nursing, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
Abstract
Background: Self-regulated learning is essential for nursing students to navigate complex clinical environments and achieve academic and professional success. This study aimed to validate the Persian version of the Self-Regulated Learning Scale for Clinical Nursing Practice (SRLS-CNP-P) among Iranian nursing students. Methods: A methodological study was conducted using stratified random sampling, involving 360 undergraduate nursing students from Guilan University of Medical Sciences in Iran, following COSMIN guidelines. The scale underwent forward-backward translation, and its psychometric properties were evaluated through several methods: face and content validity, construct validity, and convergent and discriminant validity. Additionally, the reliability of the scale was assessed through measures of internal consistency and test-retest reliability. Results: The SRLS-CNP-P demonstrated strong face and content validity (I-CVI = 0.8–1.0; K* = 0.79–1.0). EFA revealed a five-factor structure explaining 81.49% of the total variance, which CFA confirmed with excellent fit indices. Convergent validity was supported (CR = 0.828–0.913; AVE = 0.548–0.839), and discriminant validity was established (HTMT < 0.85). Reliability was robust, with Cronbach’s α = 0.723–0.911, McDonald’s ωt = 0.731–0.920, and ICC = 0.783–0.872 for test-retest reliability. Conclusion: The SRLS-CNP-P demonstrated strong psychometric properties among undergraduate nursing students at the participating institution, providing preliminary evidence for its use in this population. Future research is needed to confirm its applicability across other Persian-speaking nursing student populations. It may help educators evaluate and enhance students’ clinical learning strategies, supporting academic and professional development.
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BibTeX
@article{bazzi2026psychometric,
title = {{Psychometric properties of the Persian version of the self-regulated learning scale in clinical nursing practice for nursing students: A methodological study}},
author = {Ali Bazzi and Zahra Dizaji and Zahra Mozaffari and Reza Nemati-Vakilabad},
journal = {PLOS One},
year = {2026},
month = sep,
doi = {10.1371/journal.pone.0358790},
url = {https://doi.org/10.1371/journal.pone.0358790},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Psychometric properties of the Persian version of the self-regulated learning scale in clinical nursing practice for nursing students: A methodological study
AU - Ali Bazzi
AU - Zahra Dizaji
AU - Zahra Mozaffari
AU - Reza Nemati-Vakilabad
PY - 2026
DA - 2026/09/25
JO - PLOS One
DO - 10.1371/journal.pone.0358790
UR - https://doi.org/10.1371/journal.pone.0358790
AB - Background: Self-regulated learning is essential for nursing students to navigate complex clinical environments and achieve academic and professional success. This study aimed to validate the Persian version of the Self-Regulated Learning Scale for Clinical Nursing Practice (SRLS-CNP-P) among Iranian nursing students. Methods: A methodological study was conducted using stratified random sampling, involving 360 undergraduate nursing students from Guilan University of Medical Sciences in Iran, following COSMIN guidelines. The scale underwent forward-backward translation, and its psychometric properties were evaluated through several methods: face and content validity, construct validity, and convergent and discriminant validity. Additionally, the reliability of the scale was assessed through measures of internal consistency and test-retest reliability. Results: The SRLS-CNP-P demonstrated strong face and content validity (I-CVI = 0.8–1.0; K* = 0.79–1.0). EFA revealed a five-factor structure explaining 81.49% of the total variance, which CFA confirmed with excellent fit indices. Convergent validity was supported (CR = 0.828–0.913; AVE = 0.548–0.839), and discriminant validity was established (HTMT < 0.85). Reliability was robust, with Cronbach’s α = 0.723–0.911, McDonald’s ωt = 0.731–0.920, and ICC = 0.783–0.872 for test-retest reliability. Conclusion: The SRLS-CNP-P demonstrated strong psychometric properties among undergraduate nursing students at the participating institution, providing preliminary evidence for its use in this population. Future research is needed to confirm its applicability across other Persian-speaking nursing student populations. It may help educators evaluate and enhance students’ clinical learning strategies, supporting academic and professional development.
SN - 1932-6203
ER -