Middle meningeal artery embolization of meningioma en plaque misdiagnosed as subdural hematoma: illustrative cases.

Clinical education is a fundamental component of undergraduate nursing programmes, enabling students to integrate theoretical knowledge with patient care while developing clinical competence and professional identity. Despite its essential role in preparing students for professional practice, clinical education is consistently reported as one of the most stressful aspects of nursing education (Rafati et al. ; Yeşil Bayülgen and Akdeniz Uysal ; Aydın et al. ). During clinical placements, nursing students encounter a variety of stressors, including fear of making mistakes, perceived inadequacy in knowledge and skills, challenging interactions with instructors, exposure to patient suffering and death, interprofessional tensions, and suboptimal clinical learning environments (Akansel et al. ; Ching et al. ; George et al. ; Mazalová et al. ; Rafati et al. ; Zhu et al. ). Prolonged exposure to such stressors may adversely affect students' self‐confidence, academic performance, emotional well‐being, and commitment to the profession (Aloufi et al. ; Hwang et al. ; Masumbuko et al. ). Understanding students' experiences of clinical stress is therefore important for supporting effective learning and professional development during nursing education (Weerasekara et al. ). Self‐regulated learning (SRL) is recognised as a key competency in nursing education and refers to learners' ability to plan, monitor and regulate cognitive, motivational and behavioural processes in pursuit of learning goals (Dığın and İşcan Ataşen ; Kurt and Eskimez ). In clinical settings, SRL enables students to take an active role in their learning by monitoring performance, seeking feedback, adapting learning strategies and reflecting on clinical experiences. In contemporary healthcare systems characterised by rapid change and increasing performance expectations, nursing students are expected to assume greater responsibility for their own learning and professional development (Şenol and Orgun ; Dogu et al. ). These self‐regulatory skills are increasingly important for managing complex clinical learning experiences (Chen et al. ; Subas and Karaçay ). Although SRL is frequently conceptualised as a protective factor that enhances coping and reduces academic stress, much of the existing empirical evidence derives from general academic contexts rather than authentic clinical learning environments (Phillips et al. ; Park et al. ; Rascon‐Hernan et al. ). In nursing education, SRL becomes particularly important during clinical placements, where students must simultaneously integrate theoretical knowledge, clinical reasoning, and professional behaviours while responding to rapidly changing patient care situations. These environments require students not only to acquire knowledge but also to continuously regulate their learning processes in response to complex situational demands. Consequently, the relationship between SRL and perceptions of clinical stress may differ from that observed in traditional academic settings.