Abstract
The objectives of this study were to clarify how self-regulation (Carver & Scheier) functions and teacher support influence the performance of nursing students during practice of drawing blood from each other. The subjects were 248 students who were surveyed after completion of practice of blood drawing. Triggering of self-regulation was related to 3 factors, including “internal pressure for empathy” ; reference values were related to 5 factors, including “having self-confidence in use of a needle” ; current actions were related to 5 factors, including “using the needle calmly without showing anxiety” ; tension was related to 3 factors, including “properly timed and worded advice” ; and anxiety was related to 3 factors, including “encouragement and advice” (factor loading : ≥0.30 ; Cronbach’s coefficient alpha : ≥0.60). Significant differences in reference values and current actions resulted in more students failing to perform blood drawing correctly. Significant differences in tension and anxiety, showing that support for learning increases tension, rather than anxiety (p ＜0.05).
