THE EFFECT OF NURSING STUDENTS’ PERCEPTIONS OF PROFESSIONAL PRACTICAL TEACHING ON THEIR PRACTICAL LEARNING PERFORMANCE: THE MEDIATING ROLE OF ACADEMIC PREPARATION AND PROFESSIONAL COMPETENCE

This study examines the mechanism by which nursing students’ perceptions of professional practice teaching influence their practical learning effectiveness. Drawing on the theory of self-regulated learning, the research hypothesizes that this relationship is mediated by learning preparedness and professional competence. A quantitative cross-sectional design was used, and data was collected from 226 nursing students and recent graduates with prior practical training experience. Data was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that perceptions of teaching do not directly affect practical learning effectiveness. Instead, this relationship is fully mediated by learning preparedness and professional competence. Specifically, a positive perception of professional teaching motivates students to be well-prepared for their practical sessions, and this preparedness, in turn, enhances their professional competence. Ultimately, both preparedness and competence directly and positively influence learning performance. These findings suggest that to improve the quality of practical training, educators should focus on developing students’ positive perceptions of the teaching process. Creating a structured learning environment that encourages preparation and develops professional skills is crucial for transforming a positive attitude into concrete learning outcomes.