Abstract
BackgroundThe self-efficacy of educators plays a crucial role in their professional competence and subsequent provision of care. The present study aims to explain the main sources contributing to the development of self-efficacy beliefs among healthcare providers in delivering health education.MethodsThis qualitative study was conducted from 2015 to 2016 in various settings of Isfahan such as hospitals, doctor’s offices, and healthcare centers. Twenty three health educators with an average of 10-year work experience in healthcare participated in the study. Data were collected using semi-structured in-depth individual interviews and were analyzed through conventional content analysis. Prolonged engagement with the participants, maximum variation in the participants’ characteristics, sampling, and member check were among the factors enriching the research.ResultsThe six main categories extracted during data analysis included: 1) Quantity and quality of their experience; 2) Encountering unexpected events; 3) Client trust; 4) Self-concept; 5) Professional knowledge and skill; 6) Vicarious experiences.ConclusionsThe study results show two new findings, including “encountering unexpected events” and “client trust”, affecting professional self-efficacy beliefs among healthcare providers in the delivery of health education. The other main findings were extremely similar to Bandura’s theory. These results can be used as a basis in planning and implementing health development educational models for human resources.
Highlights
The self-efficacy of educators plays a crucial role in their professional competence and subsequent provision of care
This paper aims to explain the main sources contributing to the development of self-efficacy beliefs among healthcare providers in delivering health education
Based on the obtained results, the main sources of self-efficacy beliefs in health educators could be divided into 6 categories, including: 1) Quantity and quality of their experience; 2) Encountering unexpected events causing self-efficacy reduction; 3) Vicarious experiences; 4) Self-concept; 5) Self-efficacy as a reciprocally interacting influence on the client’s perception of trust; 6) Professional knowledge and skill as a factor enhancing self-efficacy
Summary
The self-efficacy of educators plays a crucial role in their professional competence and subsequent provision of care. As some of the most important elements of health promotion, health care providers, nurses and family health experts, can play a significant role in health education owing to their greater access to individuals and families and the considerable time they spend with them to take care of them. As a result, they have numerous opportunities to educate them [9, 10]. In most cases, they do not properly utilize the methods and principles of health education [2, 10, 11], and some studies even demonstrate that their weak performance leads to acquisition of incorrect information and beliefs by the clients [12, 13]
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