Abstract
Demonstrating validity of a tool for genetic counseling self-efficacy could help determine if this is a useful tool for training outcomes or other purposes in the field. The purpose of the current study was to describe the relationship between genetic counseling self-efficacy, measured by scores on the Genetic Counseling Self-Efficacy Scale (GCSES), personality characteristics, clinical characteristics, and performance on the American Board of Genetic Counselors (ABGC) board certification examination. Genetic counselors, recruited via email through the National Society of Genetic Counselors (NSGC) Student Research Survey Program, completed an online questionnaire that included the GCSES, work locus of control (WLOC) scale, trait subscale of the State-Trait Anxiety Inventory (STAI), and questions related to board examination performance. Higher genetic counseling self-efficacy factor scores for four of six factors were significantly associated with lower WLOC scores indicative of internal locus of control (p's<.05); higher genetic counseling self-efficacy factor scores for all six factors were significantly associated with lower trait anxiety scores (p's<.05). In addition, increased years of experience and providing direct patient care were found to be significantly related to higher scores for all six-factor scores on the GCSES (p's≤.05). Multiple linear regression models were performed to assess combined effects of predictor and demographic variables and demonstrated that professional factors were most significantly associated with GCSES factor scores. Findings from the current study provide additional validation for the GCSES and add clarity to the relationships between genetic counseling self-efficacy, personality characteristics, and professional factors. Validation of the GCSES supports the usefulness of this tool as an outcome for genetic counseling training purposes. In addition, the GCSES could be used for self-reflective practice for genetic counselors. Further studies are needed to investigate the relationship between genetic counseling self-efficacy and genetic counselor competency.
Highlights
The Genetic Counseling Self-Efficacy Scale (GCSES) is a newly developed scale specific to genetic counseling, which has the potential to be used as an outcome in genetic counselor training and as a tool in genetic counselor professional development (Caldwell, Wusik, He, Yager, & Atzinger, 2018a)
The current study aimed to provide further validation of the GCSES and to describe the relationship between GCSES scores and genetic counselor personality characteristics that have previously been associated with self-efficacy in other fields, including work locus of control and trait anxiety
Scores of all six factors on the genetic counseling self-efficacy scale show similar relationships to work locus of control, trait anxiety, years of experience, and age, to what has been found with self-efficacy scales in other fields, further validating the GCSES (Barbee & Combs, 2003; Harper, 2008; Judge & Bono, 2001; Larson & Daniels, 1998)
Summary
The Genetic Counseling Self-Efficacy Scale (GCSES) is a newly developed scale specific to genetic counseling, which has the potential to be used as an outcome in genetic counselor training and as a tool in genetic counselor professional development (Caldwell, Wusik, He, Yager, & Atzinger, 2018a). Self-efficacy involves the perception of one’s ability to perform an action in a specified situation (Bandura, 1982). Self-Efficacy The theory of self-efficacy is described as the perception of an individual’s ability to perform a select set of skills or competencies in a particular situation. Outcome expectations refer to an individual’s beliefs regarding the likelihood their actions will lead to a specified outcome. Successful performance of a particular behavior requires knowledge and skill to perform the behavior, and confidence that one has the ability to perform the action (i.e., efficacy expectations), and expectations that certain behaviors will lead to the specified outcome (i.e., outcome expectations) (Bandura, 1977, 1982; Finley, Veach, MacFarlane, LeRoy, & Callahan, 2016). It is important to note an individual’s self-efficacy expectations may not always be predictive of skill or competence (Bandura, 1986)
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