Abstract
Purpose: Self-monitoring refers to recognizing and evaluating one’s situation in relation to available information and assessing personal limitations (Mizuhiki et al., 2021). This is particularly important for advanced beginner nurses in their first and second years, as they need to develop the foundation for multitasking, and require support to do so (Mizuhiki & Hosoda, 2024). This study aimed to explore the factors affecting the improvement of clinical nursing competence through self-monitoring while multitasking, using a conceptual framework where self-monitoring impacts clinical nursing competence via self-regulated learning strategies.
Methods: Questionnaires were administered to 3,191 first- and second-year nurses in Japanese healthcare facilities with over 200 beds. The questionnaires included the Advanced Beginner Nurses’ Self-Monitoring Scale while Multitasking (Mizuhiki, 2024), the Scale of Self-Regulated Learning Strategies for Nurses (Miura, 2022), the Clinical Nursing Competence Self-Assessment Scale (Nakayama et al., 2010), and participant characteristics. Structural covariance analysis was conducted using the conceptual framework. Data were collected from August 2023 to November 2023. Ethical approval was obtained from the researchers’ academic institution.
Results: Data from 644 participants were analyzed. The path coefficient from self-monitoring while multitasking to self-regulated learning strategies was 0.89, with a coefficient of determination of 0.80, indicating a strong positive influence. The path coefficient from self-regulated learning strategies to clinical nursing competence was 0.73, with a coefficient of determination of 0.54, suggesting a positive influence. “Self-monitoring while multitasking” demonstrated significant correlations with all subscales of “self-regulated learning strategies,”especially the “reflective learning strategy,” as well as with all subscales of “clinical nursing competence.” The model demonstrated good fit and supported the robustness of the conceptual framework.
Conclusion: Self-monitoring while multitasking positively influences clinical nursing competence through self-regulated learning strategies, particularly by recognizing personal nursing practice and encouraging reflective learning. These findings contribute to the development of effective educational strategies aimed at enhancing nursing competencies and improving patient care outcomes in clinical settings.
Notes
References:
Miura, Y. (2022). Developing of a scale to assess nurse’s self-regulated learning strategy-Testing validity and reliability-. Journal of Japan Academy of Nursing Education, 32(2), 111-122.
Mizuhiki, C., Hosoda, Y. & Kamino, Y. (2021). Transformation of novice nurses’ self-monitoring in multitask performance. Journal of Japan Academy of Nursing Education, 31(1), 69-82. https://doi.org/10.51035/jane.31.1_69
Mizuhiki, C. (2024). Self-Monitoring in Multitasking of Advanced Beginner Nurses :
Scale Development and Exploring the Impact of Self-Monitoring (doctoral thesis). Osaka prefecture university, Osaka.
Mizuhiki, C., & Hosoda, Y. (2024). Surface and content validity of an Advanced Beginner Nurses’ Self-Monitoring Scale while Multitasking. Open Journal of Nursing, 14(10). https://doi: 10.4236/ojn.2024.1410034
Nakayama, Y., Kudoh, M., Maruyama, I., Ishii, K., Ishihara, M., Ohira, M.,…Matsunari, Y. (2010). A study of measurement scale and developmental process of competence in nursing practice. Database of Grants-in-Aid for Scientific Research (KAKEN). https://kaken.nii.ac.jp/ja/file/KAKENHI-PROJECT-18209062/18209062seika.pdf
Sigma Membership
Non-member
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Quantitative Research
Keywords:
Self-monitoring, Novice Nurses, Clinical Nursing Competence, Multitasking
Recommended Citation
Mizuhiki, Chihiro and Hosoda, Yasuko, "Impact of Advanced Beginner Nurses’ Self-Monitoring While Multitasking" (2025). International Nursing Research Congress (INRC). 51.
https://www.sigmarepository.org/inrc/2025/posters_2025/51
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Impact of Advanced Beginner Nurses’ Self-Monitoring While Multitasking
Seattle, Washington, USA
Purpose: Self-monitoring refers to recognizing and evaluating one’s situation in relation to available information and assessing personal limitations (Mizuhiki et al., 2021). This is particularly important for advanced beginner nurses in their first and second years, as they need to develop the foundation for multitasking, and require support to do so (Mizuhiki & Hosoda, 2024). This study aimed to explore the factors affecting the improvement of clinical nursing competence through self-monitoring while multitasking, using a conceptual framework where self-monitoring impacts clinical nursing competence via self-regulated learning strategies.
Methods: Questionnaires were administered to 3,191 first- and second-year nurses in Japanese healthcare facilities with over 200 beds. The questionnaires included the Advanced Beginner Nurses’ Self-Monitoring Scale while Multitasking (Mizuhiki, 2024), the Scale of Self-Regulated Learning Strategies for Nurses (Miura, 2022), the Clinical Nursing Competence Self-Assessment Scale (Nakayama et al., 2010), and participant characteristics. Structural covariance analysis was conducted using the conceptual framework. Data were collected from August 2023 to November 2023. Ethical approval was obtained from the researchers’ academic institution.
Results: Data from 644 participants were analyzed. The path coefficient from self-monitoring while multitasking to self-regulated learning strategies was 0.89, with a coefficient of determination of 0.80, indicating a strong positive influence. The path coefficient from self-regulated learning strategies to clinical nursing competence was 0.73, with a coefficient of determination of 0.54, suggesting a positive influence. “Self-monitoring while multitasking” demonstrated significant correlations with all subscales of “self-regulated learning strategies,”especially the “reflective learning strategy,” as well as with all subscales of “clinical nursing competence.” The model demonstrated good fit and supported the robustness of the conceptual framework.
Conclusion: Self-monitoring while multitasking positively influences clinical nursing competence through self-regulated learning strategies, particularly by recognizing personal nursing practice and encouraging reflective learning. These findings contribute to the development of effective educational strategies aimed at enhancing nursing competencies and improving patient care outcomes in clinical settings.
Description
This study explored the impact of advanced beginner nurses’ self-monitoring while multitasking. Self-monitoring while multitasking has been confirmed to influence clinical nursing competence through self-regulated learning strategies. From these results, it was suggested that self-monitoring while multitasking improve clinical nursing competence by recognizing one's own nursing practice and encouraging the use of reflective learning strategies.