Occupational Self-Efficacy and Psychological Capital Amongst Nursing Students: A Cross Sectional Study Understanding the Malleable Attributes for Success.

Daniel Terry,Hoang Nguyen,Andrew Smith,Blake Peck

doi:10.3390/ejihpe10010014

Abstract

With a predicted shortfall in the worldwide nursing workforce, efforts to understand attributes that influence attrition and workforce longevity remain fundamental. Self-efficacy and the broader construct of psychological capital have been linked to positive workplace-based attributes in occupations. The aim of the study was to examine the relationship between general self-efficacy, occupational (nursing) self-efficacy, and psychological capital and their predictive factors among nursing students. A cross sectional design was used to address the aims of the study where all nursing students studying a three-year bachelor’s degree were invited to complete a questionnaire examining traits that might assist in the preparation for, and longevity in, a nursing career. Although the participating nursing students demonstrated high levels of general self-efficacy, their reported levels of nursing-specific self-efficacy were significantly lower. Psychological capital measures indicated that students had high levels of belief, hope, and resilience concerning their capacity to commit to and achieve goals, succeed now and into the future, and overcome obstacles. The findings suggest an opportunity exists for education providers to nurture the malleable aspects of self-efficacy and psychological capital, while developing greater capacity to bounce back and overcome the challenges that nursing students may encounter in their undergraduate academic training, and to reduce attrition as they prepare to enter the workplace.

Highlights

Global populations are rapidly aging, increasing the demand for nurses, but a shortfall of nurses is projected [1]
It is evident from the study that a greater emphasis or a more tailored effort is required to develop general self-efficacy, and nursing self-efficacy, among those students who are first-year students, who may not have any previous nursing experience, and who demonstrate lower levels of hope, resilience, and optimism
Addressing self-efficacy after a student has graduated remains problematic, as self-efficacy is more malleable during the education period of training and becomes more resistant to change after employment has occurred [8]

Summary

Introduction

Global populations are rapidly aging, increasing the demand for nurses, but a shortfall of nurses is projected [1]. This shortage is made worse with many new nurses leaving the profession within five years of graduation [1]. Lower levels of occupational self-efficacy and psychological capital have been shown to lead to lower academic outcomes with higher dropout rates [3,4,5]. In the workplace, lower levels of self-efficacy and psychological capital leads to poorer work outcomes with lower levels of job satisfaction, greater job stress, and poor coping skills [3,4,5]. The inverse is explanatory amongst first-year nursing students with higher occupational self-efficacy which is

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