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Purpose: The purpose of this study was to adapt the \"Student Satisfaction and Self-Confidence in Learning Scale\" (SCLS), \"Simulation Design Scale\" (SDS), and \"Educational Practices Questionnaire\" (EPQ) developed by Jeffries and Rizzolo into Turkish and establish the reliability and the validity of these translated scales. Methods: A sample of 87 nursing students participated in this study. These scales were cross-culturally adapted through a process including translation, comparison with original version, back translation, and pretesting. Construct validity was evaluated by factor analysis, and criterion validity was evaluated using the Perceived Learning Scale, Patient Intervention Self-confidence/Competency Scale, and Educational Belief Scale. Findings: Cronbach's alpha values were found as 0.77-0.85 for SCLS, 0.73-0.86 for SDS, and 0.61-0.86 for EPQ. Conclusions: The results of this study show that the Turkish versions of all scales are validated and reliable measurement tools.

This study aimed to examine the relationships between student satisfaction and self-confidence in learning (SCLS), the simulation design scale (SDS), and educational practices in simulation (EPSS) and to identify the influencing factors on SCLS in nursing students undergoing simulation learning. Of the fourth-year nursing students, 71 who were taking a medical–surgical nursing simulation course and voluntarily provided informed consent to participate in the study were enrolled. Data on SCLS, SDS, and EPSS were collected via an online survey after the simulation, from 1 October 2019 to 11 October 2019. The mean SCLS score was 56.31 ± 7.26, the mean SDS score was 86.82 ± 10.19 (range: 64~100), and the mean EPSS score was 70.87 ± 7.66 (range: 53~80). SCLS was positively correlated with SDS (r = 0.74, p < 0.001) and EPSS (r = 0.75, p < 0.001). The regression model for SCLS in nursing students revealed that SCLS increased with increasing EPSS and SDS, and that SDS and EPSS explained 58.7% of the variance in SCLS (F = 50.83, p < 0.001). Therefore, to improve the learning satisfaction and learning confidence of nursing students in simulation classes, it is necessary to consider simulation design and practice considering educational factors.

This study examines the relationship between instructional clarity in physics lessons and students' motivation and self-confidence to learn physics. We conducted a secondary analysis of data from the Trends in International Mathematics and Science Study (TIMSS) 2019. Using data from six countries, whose students' science achievement scores were higher than the TIMSS 2019 scale centrepoint, this study explores the relevance of instructional clarity in physics lessons to students' motivation and self-confidence to learn physics by using confirmatory factor analysis and latent multi-group structural equation modelling. We identify a statistically significant positive effect of instructional clarity on students' motivation to learn physics. The findings corroborate expectancy value theory by establishing the mediating role of self-confidence in learning physics in the relationship between instructional clarity in learning physics and motivation to learn physics. Our findings support cognitive load theory by revealing the statistically significant effect of giving explanations in physics lessons on instructional clarity in learning physics. Physics teachers can reduce the heavy intrinsic load associated with the physics subject and increase instructional clarity in physics lessons by giving explanations and using signalling and redundancy.

本研究目的在瞭解大學生英語學習表現的重要因素，從一所國立大學透過問卷調查法隨機抽取450份樣本，透過迴歸分析獲得以下結論：大學生的背景變項與英語學習表現沒有系統性關聯。大學生的家庭社經地位與學生具有英語檢定資格對英語學習表現有正向顯著影響，然而大學生的性別、自我教育期望、英語補習與英語學習表現沒有明顯關聯。大學生的自律學習、內在動機、外在動機、幸福感受、學習自信愈高，英語學習能力愈好。這些因素又以學生英語學習自信心及內在動機預測英語學習能力最重要。本研究從這些結論，深入討論，提出具體建議

This paper aims to explore the benefits of Blended Learning towards students’ learning experiences at an offshore campus of an Australian university located in Ho Chi Minh City, Vietnam. At the university campus, the Blended Learning practice in use is the displacement of content. Content displacement refers to a portion of the learning content and activities for a course being delivered online via the Learning Management System. Learning not only happens in face-to-face sessions at a given time but is extended to online spaces as well, happening anywhere at any time at students’ preference. The focus of this research is its usefulness and effectiveness in promoting interactions between students and their peers, their teachers, and course materials. An online survey, which was designed based on a set of validated questions, was used to collect data from sixty-six students enrolled in eight Blended Learning courses. The analysis of the survey results provides empirical evidence to the claim that students’ perception of their learning experiences at the university was beneficially impacted as a result of the Blended Learning environment in each of their classes. Specifically, factor analysis using oblique rotation method identifies a clear factor structure across survey questions, representing four dimensions of benefits: Engagement, Flexibility of learning, Online learning experience, and Self-confidence. In addition, significant differences between the clusters on these factors indicate that students vary in their responses towards the benefits of Blended Learning and their experience with a Blended Learning approach.

Background Considering the positive influence of simulation from previous literature may encourage educators to regard it as a valuable teaching strategy in nursing schools. This literature review aims to investigate whether the use of simulation improves undergraduate nurses’ self-confidence during clinical practice. Methodology This study employed a literature-based design. Five academic databases, including CINAHL, EBSCO, ProQuest, PubMed and Medline, were utilised to extract relevant studies using appropriate keywords and Boolean operators. Studies published in the last 15 years (2005–2020) were included in the search. Studies were retrieved using the Exclusion and Inclusion criteria. The Critical Appraisal Skills Programme (CASP) was used to critically appraise the studies. Results A total of 15 primary research studies were extracted for review. Four major themes emerged from the review: Improved self-confidence to carry out clinical tasks, Increased ability to work in teams, Improved self-confidence to perform community work and Improved self-confidence in communicating with patients and team members. Conclusion Clinical simulation is a useful tool in increasing the self-confidence of nursing students to perform clinical tasks, make clinical judgements, communicate with patients and team members and improve their teamwork. To improve the quality of care received by patients, it is recommended that clinical simulations be integrated into the nursing curriculum in Saudi Arabia. Increasing the confidence of students has been shown to be associated with greater confidence in performing clinical tasks.

The research was motivated by the problem of students in the Physical Education, Health and Recreation Study Program not exhibiting optimal self-confidence, particularly the confidence to speak in front of the class during lecture activities. Self-confidence is an aspect of the human psyche that must be nurtured and developed. Self-confidence denotes the ability to do something confidently and without fear of failure. Confidence is also part of the subconscious and is unaffected by emotions and feelings. Therefore, it requires a method that can be accomplished by controlling emotions, feelings, and imagery. The volleyball learning course necessitates good psychological conditions for students to be confident when practicing in small groups and later when conducting teaching practice at school. In this course students are equipped with basic techniques in playing volleyball and how to construct volleyball learning tools, then students are able to practice teaching in small groups. This study employs a qualitative approach with a classroom action research design that follows the lecture schedule. The research procedure is divided into two cycles, with each cycle consisting of five stages: planning, action, observation, evaluation, and reflection. This research was conducted in two cycles and the time required was 5 weeks for each cycle so that the total time required was 10 weeks with two cycles. The research subjects were 50 students who took the volleyball learning course. Data collection methods include observations and interviews. The results of the study show that in an effort to increase student self-confidence, the strategy chosen is role-playing which provides broad opportunities for students to explore themselves in order to be able to demonstrate their quality in front of other friends to become teachers in the teaching practice of the material chosen by each student. In this study, the role-playing technique was seen to be successful in increasing the self-confidence of the students. Keyword: self-confidence, Role-playing, Learning, Volleyball

This exploratory study contributes to the understanding of self-confidence as a predictor of self-efficacy, ease of use, and usefulness of eLearning platforms in corporate training. The present research explored the relationship among the employees’ beliefs regarding self-confidence, grit, ease of use, self-efficacy, and usefulness of eLearning platforms in their workplace during the COVID-19 pandemic. In total, 307 responses from Romanian employees who used eLearning platforms in corporate training (females = 60.3%, males = 39.7%, age range of less than 24 years (12.1%) to over 55 years (6.2%)) were exploited for research. Data were analyzed through a path analysis model. Results indicate that grit (i.e., consistency of interest), self-efficacy, and perceived ease of use of eLearning platforms were considerably directly influenced by the self-confidence variable. Usefulness was directly influenced by the ease of use and was indirectly influenced by self-confidence. Mediation analysis indicated that full mediation occurs only through the ease of use of eLearning platforms variable in the relationship between self-confidence and usefulness. A unit increase in self-confidence will increase the expected value of grit by 0.54 units (t = 8.39, p < 0.001), will indirectly increase the expected value of usefulness through ease of use by 0.15 units (t = 2.39, p = 0.017), and will increase the expected value of self-efficacy by 0.53 units (t = 6.26, p < 0.001). In addition, perceived ease of use of eLearning platforms in corporate training fully mediated the relationship of usefulness regressed on self-confidence (β = 0.20, t = 2.51, p = 0.012). These novel results reveal the contributions of self-confidence, consistency of interest as a grit dimension, and ease of use of eLearning platforms in predicting lifelong learning solutions, which improve business outcomes. The related investigation and consequences were further considered.

Background Nursing students frequently exhibit inadequate knowledge and performance and low self-confidence and satisfaction levels regarding cardiopulmonary resuscitation (CPR) training methods. Innovative educational approaches allow millennial students to engage in self-directed learning styles. Hence, this study aims the impact of Flipped Classroom-Based Simulation (FCBS) on self-confidence and satisfaction, knowledge, and skill of CPR in third-year nursing students. Methods This quasi-experimental study, conducted in 2023, involved 75 third-year nursing students from Lorestan University of Medical Sciences, Iran. The participants were randomly assigned to either the intervention group ( N  = 38) and control group ( N  = 37). the intervention group received training CPR knowledge and skills with the approach of FCBS. The control group received training CPR knowledge and skills using the simulation based education (SBE) method. The duration of training for each group was three hours per week. The total intervention time was 15 h. Data collection included a demographic information inventory; a scale for evaluating satisfaction and self-confidence in learning; a questionnaires assessing CPR knowledge and a checklist for evaluating CPR skills. Both groups completed questionnaires before and 2 weeks after the educational intervention. Data were analyzed using descriptive statistics, independent t-tests, paired t-tests, and ANCOVA with Stata-17 software. Results The results showed that the mean total score for self-confidence and satisfaction, CPR knowledge and skills in nursing students was significantly higher in the intervention group ( P  = 0.001). Intergroup analysis using ANCOVA showed a statistically significant difference in the changes in the mean total score knowledge of CPR and its subscales, except for the subscale concerning the principles of artificial ventilation and airway management, with (P= 0.26). Conclusion This innovative educational approach can promote active learning and greater student engagement in CPR training. It is recommended that educators adopt this method in CPR education to improve student knowledge, skills, and satisfaction.

Aim To identify elements in scenario‐based simulation associated with nursing students' satisfaction with the simulation activity and self‐confidence in managing the simulated patient situation. The study will provide insight to improve the use of simulation as a learning strategy. Design A cross‐sectional study. Method The Student Satisfaction and Self‐Confidence in Learning scale was used as the outcome measure to identify associations with elements of the Simulation Design Scale and the Educational Practices Questionnaire scale after scenario‐based simulation using patient simulators. First‐year nursing students at a university college in Norway (N = 202) were invited to participate and (N = 187) responded to the questionnaires. Results The mean scores for self‐confidence and satisfaction were 4.16 and 4.57, respectively. In the final multiple linear regression analysis, active learning was associated with satisfaction with the simulation activity, while clear objectives and active learning were associated with self‐confidence in managing the simulated patient situation.