Nurse education today · 2026
Serial mediating role of belonging and state mindfulness in the relationship between clinical learning environment and caring behaviors in nursing students.
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Özalp Cemal, Tuncer Metin, Kaya Abdulsamed, Şahin Fatih
Аннотация
AIM: The study aimed to examine the relationship between clinical learning environment and caring behaviors in nursing students and to test the serial mediating roles of belonging and state mindfulness in this relationship.
BACKGROUND: The psychosocial mechanisms linking the clinical learning environment to caring behaviors remain unclear, particularly the combined roles of belonging and state mindfulness.
DESIGN: The study had a cross-sectional design and was conducted in line with the STROBE guidelines.
METHODS: The sample consisted of 452 undergraduate nursing students studying at a state university in Turkiye. The data were collected between December 2025 and January 2026 using the Personal Information Form, Clinical Learning Environment Scale, Nursing Department Belonging Scale, State Mindfulness Scale, and Caring Behaviors Inventory.
RESULTS: The clinical learning environment was found to be positively correlated with sense of belonging (B = 0.412, p < .001). Sense of belonging significantly predicted both State Mindfulness (B = 0.607, p < .001) and caring behaviors (B = 0.857, p < .001). State mindfulness is also a significant predictor of caring behaviors (B = 0.734, p < .001). Indirect effects analyses indicated that the clinical learning environment was associated with caring behaviors through sense of belonging and through the sequential pathway involving both sense of belonging and state mindfulness. However, the direct effect of the clinical learning environment on caring behaviors was not significant. Additionally, the indirect effect of the clinical learning environment on caring behaviors through state mindfulness alone was not significant.
CONCLUSIONS: The results of the study showed that the clinical learning environment is associated with nursing students' caring behaviors indirectly through sense of belonging and state mindfulness, rather than directly.
BACKGROUND: The psychosocial mechanisms linking the clinical learning environment to caring behaviors remain unclear, particularly the combined roles of belonging and state mindfulness.
DESIGN: The study had a cross-sectional design and was conducted in line with the STROBE guidelines.
METHODS: The sample consisted of 452 undergraduate nursing students studying at a state university in Turkiye. The data were collected between December 2025 and January 2026 using the Personal Information Form, Clinical Learning Environment Scale, Nursing Department Belonging Scale, State Mindfulness Scale, and Caring Behaviors Inventory.
RESULTS: The clinical learning environment was found to be positively correlated with sense of belonging (B = 0.412, p < .001). Sense of belonging significantly predicted both State Mindfulness (B = 0.607, p < .001) and caring behaviors (B = 0.857, p < .001). State mindfulness is also a significant predictor of caring behaviors (B = 0.734, p < .001). Indirect effects analyses indicated that the clinical learning environment was associated with caring behaviors through sense of belonging and through the sequential pathway involving both sense of belonging and state mindfulness. However, the direct effect of the clinical learning environment on caring behaviors was not significant. Additionally, the indirect effect of the clinical learning environment on caring behaviors through state mindfulness alone was not significant.
CONCLUSIONS: The results of the study showed that the clinical learning environment is associated with nursing students' caring behaviors indirectly through sense of belonging and state mindfulness, rather than directly.