Influence of Nursing students' metacognition, faculty-student interaction, and clinical practice learning environment on major satisfaction

Objectives This study conducted a descriptive research study to determine the effects of nursing students' metacognition, faculty-student interaction, and clinical practice learning environment on their major satisfaction. Methods A survey was conducted on 139 nursing students in City A, and the collected data were analyzed using the SPSS 26.0 program (IBM Corp., Armonk, NY, USA). Stepwise regression analysis was performed to identify the factors affecting nursing students' major satisfaction. Results Factors affecting nursing students' major satisfaction were faculty-student interaction (β=.40, p<.001), metacognition (β=.36, p<.001), and clinical practice learing environment (β=.22, p.=001), and the explanatory power of these variables on learning outcomes was 53%. Conclusions In order to improve nursing students' major satisfaction, it is necessary to provide various educational programs to enhance metacognition and faculty-student interaction, and specific management is required to improve the quality of the clinical practice learning environment.