Development of professional confidence in health education

Abstract

PurposeThe purpose of this paper is to review critically the published research investigating how guided practice into the profession contributes to increased professional confidence in health care students, with a view to identifying its impact on the development of professional confidence.Design/methodology/approachA literature search was performed using MEDLINE and ERIC (1980‐2009), which identified guided practice into the profession as being the most commonly examined educational opportunity increasing professional confidence. Empirical studies that had rigorous research design and methods were selected for in‐depth review. However, in light of the paucity of the extant research, a few studies reporting anecdotal accounts of the development of professional confidence through guided practice were also included.FindingsThe review revealed how guided practice into the profession can contribute significantly to students' development of professional confidence. The review also points to arguable relationships between confidence and competence and the importance of better understanding and addressing the issue of under‐ and over‐confidence. The review highlights when evidence of the effectiveness of learning opportunities was insufficient or unreliable, with some directions for future research.Research limitations/implicationsThe review was based on a selection of papers most representative of research examining the effectiveness of guided professional practice learning opportunities to promote the development of professional confidence, and therefore is not a systematic review of all the extant literature.Originality/valueIt provides insight into the conditions under which guided practice into the profession can contribute to enhancing professional confidence, which is important, given the nature of its relationship with professional competence.