Basic psychological needs satisfaction as a mediator between clinical learning climate, self-regulated learning and perceived learning in the nursing education context-Reference-Cited by-同舟云学术

Basic psychological needs satisfaction as a mediator between clinical learning climate, self-regulated learning and perceived learning in the nursing education context

Published:2023-06-20 Issue:12 Volume:45 Page:1364-1372
ISSN:0142-159X
Container-title:Medical Teacher
language:en
Short-container-title:Medical Teacher

Author:

Stoffels Malou¹²³^ORCID,Koster Andries S.⁴^ORCID,van der Burgt Stephanie M. E.⁵^ORCID,de Bruin Anique B. H.⁶^ORCID,Daelmans Hester E. M.¹⁷^ORCID,Peerdeman Saskia M.⁵⁸^ORCID,Kusurkar Rashmi A.¹³⁹^ORCID

Affiliation:

1. Research in Education, Amsterdam UMC location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands

2. Amsterdam UMC, VUmc Amstel Academy, Institute for Education and Training, Amsterdam, The Netherlands

3. Faculty of Psychology and Education, LEARN! Research Institute for Learning and Education, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands

4. Department of Pharmaceutical Sciences, Utrecht University, Utrecht, The Netherlands

5. Teaching and Learning Centre Faculty of Medicine, Amsterdam UMC, Location University of Amsterdam, Amsterdam, The Netherlands

6. Department of Educational Development & Research and School of Health Professions Education, Maastricht University, Maastricht, The Netherlands

7. Department of Skills Training, Faculty of Medicine, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands

8. Department of Neurosurgery, Amsterdam UMC, Location VUmc, Amsterdam, The Netherlands

9. Quality of Care, Amsterdam Public Health, Amsterdam, The Netherlands

Publisher

Informa UK Limited

Subject

Education,General Medicine

Link

https://www.tandfonline.com/doi/pdf/10.1080/0142159X.2023.2225729

Reference58 articles.

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4. Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures

5. How clinical medical students perceive others to influence their self-regulated learning

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