ArticlePloS one2026
Psychometric properties of the Persian version of the self-regulated learning scale in clinical nursing practice for nursing students: A methodological study.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundSelf-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.
methodsA 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.
resultsThe SRLS-CNP-P demonstrated strong face and content validity (I-CVI = 0.8-1.0; [Formula: see text] = 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 [Formula: see text] = 0.731-0.920, and ICC = 0.783-0.872 for test-retest reliability.
conclusionThe 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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