Self-efficacy Of Nursing Students Research Articles

Communication self-efficacy and communication apprehension in a national sample of undergraduate nursing students: A cross-sectional study

AimThe aim of this study was to explore communication apprehension and communication self-efficacy in undergraduate nursing students and identify factors that contribute to communication apprehension and communication self-efficacy. BackgroundCommunication education and skills training is often incorporated into undergraduate nursing curricula; however, communication competence continues to be a problem for novice nurses. Communication apprehension is a concept that has been only minimally researched in nursing education and can have a negative impact on student communication readiness. DesignThis study employed a cross-sectional design and surveyed a national sample of undergraduate nursing students between October 2022 and March 2023. MethodsAn online survey was sent out to undergraduate nursing student members of the National Student Nurses Association as well as nursing education programs in 8 states and the District of Columbia. The survey was comprised of demographic questions, the Personal Report of Communication Apprehension, and the communication subscale of the Nursing Student Self-Efficacy Survey. ResultsApproximately 22.1 % of the students had high communication apprehension, with the highest communication apprehension in public speaking and classroom communication. Communication self-efficacy scores ranged from 12 to 40, with a mean of 31.65 (SD = 6.28). Communication apprehension and communication self-efficacy were significantly negatively correlated. Positive and negative affect were significant predictors of communication apprehension. Affect, as well as current healthcare employment were significant predictors of communication self-efficacy. When controlling for all demographic, educational, and psychological variables, communication apprehension was a significant predictor of communication self-efficacy. ConclusionsThis study is one of the few to explore communication apprehension in undergraduate nursing students. Data demonstrated that communication apprehension is a prevalent problem for many nursing students. Communication apprehension was also found to be a significant predictor of communication self-efficacy after controlling for all other variables. Progression through nursing education did not show a correlation with a decrease in the students’ communication apprehension or increase in communication self-efficacy. Given these findings, educational efforts aimed at reducing communication apprehension and enhancing students' school-related affect could contribute to an improvement in communication self-efficacy.

Effect of Video Based Virtual Reality Simulation on Nursing Students Self-Efficacy, Satisfaction and Performance regarding selected procedures

Effect of Video Based Virtual Reality Simulation on Nursing Students Self-Efficacy, Satisfaction and Performance regarding selected procedures

The Effects of Mental Health First Aid Preparation on Nursing Student Self-Efficacy in their Response to Mental Health Issues

Background: Past studies show a high prevalence of nursing students experience depressive symptoms at varying levels of severity. Teaching nursing students early in their studies how to recognize these symptoms in themselves, their peers, or clients, and how to take appropriate action, may promote better outcomes. Studies in Australia and England have found that Mental Health First Aid (MHFA) increases nursing students’ self-confidence when supporting those experiencing mental health crises. Limited Canadian studies regarding MHFA training exist.

Efficacy of a blended learning programme in enhancing the communication skill competence and self-efficacy of nursing students in conducting clinical handovers: a randomised controlled trial

BackgroundA clinical handover is an essential nursing practice that ensures patient safety. However, most newly graduated nurses struggle to conduct clinical handovers as they lack sufficient communication skill competence and self-efficacy in this practice. This study aimed to examine the efficacy of a blended learning programme on the communication skill competence and self-efficacy of final-year nursing students in conducting clinical handovers.MethodsA randomised controlled design was used. A convenience sample of 96 final-year baccalaureate nursing students at a local university. Data were collected in 2020. Participants were randomly assigned to either an experimental group (n = 50) that received a blended learning programme with face-to-face training and an online module on handover practice, or a waitlist control group (n = 46) that received only face-to-face handover training during the study period and an online module immediately after the completion of data collection. The primary outcome was the communication skill competence and the secondary outcome was the self-efficacy of the participants in conducting clinical handovers. An analysis of covariance was used to examine the between-subjects effects on self-efficacy and communication skill competence in conducting clinical handovers after controlling for the significantly correlated variables. A paired sample t-test was used to determine the within-subjects effects on self-efficacy.ResultsThe participants in the experimental group had significantly higher communication skill competence (p < 0.001) than those in the waitlist control group. Although both groups showed a significant improvement in self-efficacy, the mean scores of the experimental group were higher than those of the waitlist control group (p < 0.001).ConclusionsThis study demonstrated the efficacy of a blended learning approach in improving the communication skill competence and self-efficacy of final-year nursing students in conducting clinical handovers. Nurse educators should incorporate a blended learning approach into the nursing curriculum to optimise the content of training programmes for teaching nursing students in conducting clinical handovers.Trial registrationThe study protocol was registered in the Registration ClinicalTrials.gov (NCT05150067; retrospective registration; date of registration 08/12/2021).

The Effect of Spiritual Counseling and Hope Therapy Training on Palliative Care Self-efficacy of Nursing Students of Urmia Azad University.

The Effect of Spiritual Counseling and Hope Therapy Training on Palliative Care Self-efficacy of Nursing Students of Urmia Azad University.

The Effectiveness of Nursing Process Implementation with Concept Mapping via Mobile Phone on Nursing Student Self-Efficacy in Critical Care Course

The Effectiveness of Nursing Process Implementation with Concept Mapping via Mobile Phone on Nursing Student Self-Efficacy in Critical Care Course

Investigation of the transcultural self-efficacy and its influencing factors in higher vocational nursing students

Objective To investigate the status quo of transcultural self-efficacy for nursing students in higher vocational colleges and its influencing factors, so as to provide reference and help for higher vocational nursing students to improve their transcultural self-efficacy level, and to provide scientific basis for teaching reform. Methods From April to May 2017, a total of 732 nursing students from a higher vocational nursing college were recruited in the research by convenience sampling method, and investigated with the Chinese Version of Transcultural Self-efficacy Tool (CV-TSET) . Data was analyzed using SPSS 22.0 software. The influencing factors of cross-cultural nursing self-efficacy among vocational nursing students were analyzed by t-test, one-way analysis of variance, and multiple stepwise regression analysis. Results The total score of transcultural self-efficacy of the higher vocational college nursing students was (7.16±1.20) , with the scores of three dimensions from high to low in the order of recognition (7.42±1.66) , emotional (7.10±1.39) , and practice (7.00±1.31) . The overall efficiency level of 732 nursing students in higher vocational colleges was as follow: 94.94% of middle efficiency, 4.92% of efficient and 0.14% of low efficiency. The differences of total and 3 dimensions scores of transcultural self-efficacy in higher vocational nursing students were statistically significant in gender, age, major, student cadres and frequency of participation in community activities (P<0.05) . The results of multivariate regression showed that the major was the main factor influencing the transcultural nursing self-efficacy of higher vocational college nursing students. Conclusions The overall score of transcultural self-efficacy of nursing students in higher vocational colleges is good. Nursing colleges should set up curriculum system scientifically, carry out the teaching method reform and colorful community activities, continuously improve the level of transcultural nursing self-efficacy of higher vocational college nursing students. Key words: Students, nursing; Transcutural nursing; Higher vocational; Self-efficacy; Influencing factors

The relationships among Critical Thinking Disposition, Knowledge Achievement, Academic Self-Efficacy of Nursing Students

The relationships among Critical Thinking Disposition, Knowledge Achievement, Academic Self-Efficacy of Nursing Students

Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study

BackgroundEffective communication is important for nurse and patient outcomes. Nursing students often feel unprepared to communicate effectively with patients and other healthcare workers within the clinical environment. Blended learning pedagogy-based communication skills training can provide an alternative to traditional methods of teaching to enhance students' satisfaction and self-efficacy levels in communicating with others. ObjectivesTo examine the effectiveness of blended learning pedagogy in a redesigned communication module among nursing undergraduates in enhancing their satisfaction levels and attitudes towards learning communication module as well as self-efficacy in communication. DesignA single group pre-test and post-test quasi-experimental design was adopted. Settings and ParticipantsData were collected from August 2016 to November 2016 from 124 nursing undergraduates from a leading nursing school. MethodsBlended learning pedagogy was adopted to redesign a communication module that offered a wide array of learning opportunities via face-to-face classroom and online sessions. Validated and reliable instruments were used to measure satisfaction levels with blended learning pedagogy, attitudes towards learning communication, and communication self-efficacy. Descriptive and inferential statistics were used to analyze the data. ResultsParticipants had enhanced satisfaction levels with blended learning pedagogy, better attitudes in learning communication skills, and improved communication self-efficacies at posttest (week 13 of the semester) when compared with their pre-test scores (week one of the semester). Participants scored higher in the Blended Learning Satisfaction Scale, the Communication Skills Attitude Scale, and the communication skills subscale of the Nursing Students Self-Efficacy Scale. ConclusionsBlended learning pedagogy can be effectively used in facilitating communication modules and enhancing student outcomes among nursing undergraduates. The long-term effectiveness of using blended learning pedagogy in facilitating communication modules should be evaluated from students' and patients' perspectives. Additionally, the technology should be constantly improved by incorporating more interactive functions and should be tested to accommodate the learners' needs.

Nursing Student Self-efficacy in Psychomotor Skills: Findings From a Validation, Longitudinal, and Correlational Study.

Student perceptions of self-efficacy (SE) prevent stress and burnout and improve engagement in nursing education, thus increasing learning outcomes. The study aims were to (1) validate a scale measuring nursing SE in psychomotor skills (NSE-PS), (2) describe changes in NSE-PS over time, and (3) explore NSE-PS correlations with burnout and engagement. A total of 1117 nursing students participated. A significant increase in the NSE-PS scores over the years has emerged; in addition, all NSE-PS dimensions were correlated negatively with burnout and positively with engagement.

Influence of effectiveness group counseling on nursing teaching quality in Operating Room

Objective To research the effectiveness of group counseling on nursing teaching in Operating Room. Methods A total of 72 nursing students in the Operating Room in June 2011 were divided into the control group and the observation group, with 36 students in each group. The control group underwent the traditional teaching mode. The observation group was given effectiveness group counseling. The General Self-Efficacy Scale(GSES), clinical practice evaluation questionnaire and examination were used to evaluate the results of teaching. Results The scores of theory and skill examination of the observation group were (89.2±5.1) and (91.4±7.2), which were significantly higher than those of the control group (t=5.921, 7.652, respectively; P<0.05). The self-efficacy, knowledge, skill practice and total score of clinical practice of the observation group were significantly higher than those of the control group (t=9.641, 6.382, 4.332, 8.632, respectively; P<0.05). Conclusions Group counseling can improve the effectiveness of self-efficacy in nursing students and improve the theoretical knowledge and practical ability. Key words: Hospitals, teaching; Students, nursing; Operating Room; Effectiveness group counseling

Research Briefs High-Fidelity Simulation and Nursing Student Self-Efficacy: Does Training Help the Little Engines Know They Can?

Abstract This study examined the influence of high-fidelity simulation (HFS) training on baccalaureate nursing students' sense of efficacy for both patient communication and physical care. Juniors in the second semester completed the Nursing Student Self-Efficacy Scale (NSSES) before experiencing HFS training and after eight weeks of twice weekly simulation sessions. Results of the study support the assumption that HFS training may be a valuable tool for increasing nursing students' efficacy for aspects of clinical practice.

Preliminary evaluation of reliability and validity of Chinese version of Nursing Student Self-Efficacy Scale

Objective To translate and evaluate the reliability and validity of Chinese version of Nursing Student Self-Efficacy Scale.Methods A total of 212 nursing students in practice were recruited and completed the questionnaire survey including Chinese version of Nursing Student Self-Efficacy Scale and General Self-Efficacy Scale.Results The fitness of confirmatory factor analysis neither in intersectant model nor in orthogonal model were not good.Chinese revised version of Nursing Student Self-Efficacy Scale was formed based on the exploratory factor analysis.The three factors could explain 67.7％ variance of self-efficacy and the loading of all items was above 0.6.The correlation coefficient between the total score and three factors of revised NSSES and GSES was 0.570,0.427,0.582,and 0.480 respectively.The fitness of revised NSSES confirmatory factor of intersectant model,orthogonal model,and modified intersectant model were also not satisfying.Conclusions Although the reliability and the criterion-related validity of revised Chinese version of Nursing Student Self-Efficacy Scale were satisfying,the construct validity was not good and the further revision concerning on the task description and item response grade was required before applying for the internal measurement. Key words: Self-efficacy; Nursing speciality; Reliability and validity

Survey on professional identity and sense of self-efficacy in nursing students

Objective To investigate professional identity and its influencing factors in nursing students during late period of clinical practice,which may be helpful for carrying out clinical nursing teaching.Methods General information and professional identity questionnaires were used for investigation in 233 nursing students of late period of intership.Results Sense of professional identity was in the general level (86.00±8.08) points.Employment situation was the main concern for students to choose nursing profession.The professional identity score of professional knowledge and skills were 15.90 and 20.88 respectively in undergraduate students,which were lower than those of college students and secondary specialized school students.Conclusions Nursing educators should pay attention to the guidance and training of professional identity in nursing students,which may contribute to the development of the nursing profession. Key words: Nursing students; Professional identity; Investigation

Does Nursing Student Self-efficacy Correlate with Knowledge When Using Human Patient Simulation?

BackgroundSelf-efficacy (SE) is commonly believed to be associated with nursing knowledge and is thought to be improved with manikin-based human patient simulation (HPS) training. Yet there is little evidence of a relationship between SE and knowledge. MethodsUsing a 2-group (HPS and control) experimental design, we examined the relationship of knowledge and SE and the predictors of knowledge scores in 161 students (age 25.7 ± 6.6; 89% female) from 4 prelicensure cohorts at three nursing schools. Knowledge and SE assessments were given at two testing points: Baseline and after HPS. Statistical analyses consisted of Pearson's correlations, analysis of variance, and multivariate logistic regression with the covariates of group (HPS or control), gender, ethnicity, SE and knowledge at baseline, school, and number of prior HPS exposure(s). ResultsSignificant score increases in SE and knowledge were seen between the testing points for the experimental group (had HPS), but not the control group (no HPS) and differences were found between the groups for both variables (p < .01 for each). However, there was no correlation between SE and knowledge. Additionally, a logistic regression for “high” SE scores revealed baseline SE (p ≤ .01) and HPS participation (p = .002) as the only predictors of higher SE scores. Furthermore, SE was not a predictor of “good” knowledge scores. ConclusionThis study demonstrated SE and knowledge gains in subjects who participated in HPS; however, there was no correlation between SE and knowledge nor was SE a predictor of “good” knowledge scores. Although educators strive to develop SE in their students, the limitations of SE's impact on outcome measures such as knowledge needs to be established.

The Nursing Student Self-Efficacy Scale

For nurse educators to optimize instruction that supports students' accurate estimates of their ability, a sound measure of nursing self-efficacy is needed. To provide evidence for an adequate item response theory model fit to scores measuring nursing students' self-efficacy to care for critically ill patients and to use the theory to provide evidence for reliable and valid interpretation of self-efficacy scores. The Nursing Student Self-Efficacy Scale was administered to 421 nursing students. Data regarding students' self-efficacy beliefs for psychomotor skill performance and communication skills were analyzed using the generalized partial credit item response theory model. All items showed acceptable model-data fit using the chi-square test with an alpha of .001. Review of item information functions showed that 40% of the items provided high information about self-efficacy and 20% provided moderately high information. Comparison of trait level distributions with reliability information given by the two subscales showed that the psychomotor subscale measured self-efficacy most accurately for second and third semester students and the communication subscale measured efficacy most accurately for first and second semester students. Significant mean differences in self-efficacy scores from both subscales were found between students in successive semesters of the program. Data analysis provided some evidence for reliable interpretation of scores indicating self-efficacy beliefs of nursing students. Comparison of scores from students in different semesters provided validity evidence; the instrument could be used to discriminate between beginning students and more advanced students possessing different levels of self-efficacy. When used for scale development, item response theory procedures can be more informative about item and test reliability than classical true score theory.

Comparative Study of Baccalaureate Nursing Student Self-Efficacy Before and After Simulation

Evaluation of learning and the development of prelicensure nursing education include an exploration of new teaching models and techniques for student learning assessment. The utilization of high-fidelity human simulation in nursing provides nursing faculty and students the opportunity to expand the boundaries of conventional learning from an instructional paradigm to a blending of modalities that enrich the student experience and provide an avenue for self-determined learning. The inception of computer-generated high-fidelity human simulation technology into the undergraduate nursing curriculum generated this correlation study, which examined two separate groups of senior baccalaureate nursing students' reported self-efficacy for providing family-centered care. This research examined each group of students' reported self-efficacy on the first day of the pediatric semester before and after simulation and on the last day of the pediatric semester before and after simulation. In addition, the relationship between two senior baccalaureate nursing student groups' reported self-efficacy at four data points was examined. The concluding data identified that senior baccalaureate nursing students have unrealistic self-assessments of their clinical knowledge and nursing performance capabilities before simulation scenario participation. The perceived ability of undergraduate students to self-identify their previously acquired knowledge and transferable clinical reasoning to family-centered situations is inaccurate. Human simulators are an effective teaching and learning modality in measuring factors that affect student outcomes.

Undergraduate Nursing Student Self-Efficacy in Patient Education in a Context-Based Learning Program

Educating patients is one recognized strategy to reduce health risks and costs associated with illness and hospitalization. Context-based learning (CBL) has been advocated in nursing education due to its identified advantages, such as students' increased self-confidence. The aim of this comparative, quasi-experimental study was to examine the influence of CBL on undergraduate nursing student self-efficacy in patient education. Twenty-two first-year and 36 third-year nursing students completed the Health Promotion Disease Prevention Inventory examining smoking, exercise, and nutrition. The results show a statistically significant difference between first-year and third-year students in the smoking domain. Third-year students displayed more efficacy related to knowledge about smoking than did first-year students. Both first-year and third-year students indicated that receiving factual information on risk factors was the most helpful source of self-efficacy information. The finding supports the notion that CBL is effective in developing students' self-efficacy.

Using on-line video clips to enhance self-efficacy toward dealing with difficult situations among nursing students

The aim of the study was twofold. The first aim was to develop on-line video clip material that showed examples of nurses dealing with potentially difficult and delicate patient groups. The second aim was to evaluate the effectiveness of video clip materials for enhancing nursing student's self-efficacy to effectively communicate with the type of patients described above. The production of contextually relevant video clip material involved the identification of relevant material based on real experiences, writing appropriate scripts, recruiting actors, recording the performances and producing them in a form that could be accessed on-line. Self-report questionnaires were used to assess the effectiveness of video clip material. Level 1 (n = 145) nursing students completed a self-efficacy measure that assessed confidence to deal with situations such as breaking news of death, working with children, people with disability and aggressive behaviour at the start and the end of the module. Results indicated that student's self-efficacy increased noticeably over the course of the module. Differences between increases in self-efficacy attributed to watching videos or attending lectures were marginal. Findings suggest that using video clips that show students effectively coping with adverse situations provide an effective teaching approach for enhancing self-efficacy. Future research is needed to test the extent to which self-efficacy measures relate with nursing performance.