Abstract
BackgroundSelf-confidence and self-efficacy are vital psychological constructs that can affect a student’s performance.AimsTo measure the level of confidence in nursing students in managing challenging situations in clinical practice settings.MethodsIn order to develop the scale three focus groups were conducted: with registered nurses, third year student nurses and service users. Focus group frameworks included: challenging behaviours, managing challenging situations and preparing students to manage challenging situations. Themes in relation to challenging situations that emerged from the focus groups, in conjunction with Nursing and Midwifery Council standards and expert discussions were used to create the confidence scale. The Confidence in Managing Challenging Situations Scale consists of two parts with 21 items in total. Both parts were measured by way of a five-point Likert scale. The scale was utilised to determine the level of confidence of students both pre and post a teaching intervention.ResultsThe confidence in managing challenging situations scale had good internal consistency, with a Cronbach’s alpha coefficient reported of 0.86. Exploratory factor analysis was used to support the scale validation process.ConclusionsThe Confidence in Managing Challenging Situations Scale is a successful measure of confidence for nursing students in healthcare settings. It can be applied in alternative healthcare settings for the identification of confidence levels in those student nurses learning in care settings.
Highlights
BackgroundSelf-confidence and self-efficacy have been reported as vital psychological constructs that can affect a student’s performance (Craven et al, 1991; Hay et al, 1997; Kukulu et al, 2013).The self-efficacy theory of Bandura (1986) suggests that confidence is enhanced by four main factors: successful performances, vicarious experience, verbal persuasion, and physiological feedback
In the case of nursing it has been widely reported that nurses have to contend with challenging situations (Huston, 2013; Wangensteen et al, 2008), and that student nurses in particular face a range of particular circumstances that they may find challenging (Cooke, 1996)
This paper describes the development, validation and implementation of a confidence scale entitled the Confidence in Managing Challenging Situations (CMCS) scale (Walsh and Owen, 2018)
Summary
BackgroundSelf-confidence and self-efficacy have been reported as vital psychological constructs that can affect a student’s performance (Craven et al, 1991; Hay et al, 1997; Kukulu et al, 2013).The self-efficacy theory of Bandura (1986) suggests that confidence is enhanced by four main factors: successful performances (competence), vicarious experience, verbal persuasion (including praise and encouragement), and physiological feedback. Self-confidence and self-efficacy have been reported as vital psychological constructs that can affect a student’s performance (Craven et al, 1991; Hay et al, 1997; Kukulu et al, 2013). Self-confidence and self-efficacy are vital psychological constructs that can affect a student’s performance. Aims: To measure the level of confidence in nursing students in managing challenging situations in clinical practice settings. The Confidence in Managing Challenging Situations Scale consists of two parts with 21 items in total. Both parts were measured by way of a five-point Likert scale. Results: The confidence in managing challenging situations scale had good internal consistency, with a Cronbach’s alpha coefficient reported of 0.86. Exploratory factor analysis was used to support the scale validation process
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