The Impact of a Student Success Workshop on Perceived Academic Self-Efficacy in First-year Associate Degree Nursing Students: A Pilot Study

Abstract

Nurse educators are required to create supportive learning environments that promote student success and wellbeing. Assessing and addressing academic self-efficacy is an important aspect of the supportive learning environment. The literature context relative to the value of addressing academic self-efficacy in the facilitation of nursing student success was explored. A Doctor of Nursing Practice (DNP) project was designed and implemented to study the impact of a student success workshop on perceptions of academic self-efficacy among first year prelicensure nursing students. The quasi-experimental pre-test/post-test study design utilized a convenience sample of first-year nursing students in an Associate Degree Nursing program. The College Academic Self Efficacy Scale (CASES) was administered before and after the implementation of a student success workshop. Study data was analyzed to determine if the study intervention impacted perceived academic self-efficacy among the research participants. Although total mean CASES scores did not show a statistically significant increase between the pretest and posttest assessments of academic self-efficacy, the study offers a foundation to support continued efforts by nurse educators to design, implement, and study student success interventions within prelicensure nursing curriculums.