Perceived Level Of Confidence Research Articles

Verbal instructional modeling: An intervention to improve students' perceived level of confidence in critical thinking skills

Verbal instructional modeling is a concept put forward by Albert Bandura (1977) under Observational Learning which assumed that when certain explanations and descriptions were presented, learning was enhanced. This study banks on this concept and confirms whether Verbal Instructional Modeling helped improve the perceived confidence of Grade 10 students from a private school in the Philippines in terms of their critical thinking skills. The study made use of a practical action research design and used a 6-point Likert Scale Questionnaire. Employing convenience sampling, the researchers collected the data pre- and post-implementation, describing the perceived level of confidence of the participants before and after the intervention. The data was then analyzed and interpreted with the use of the T-test. The study's results confirmed that Verbal Instructional Modeling improves the respondents' perceived confidence level in their critical-thinking skills. Therefore, the researchers recommend continued use of Verbal Instructional Modeling in classroom interactions.

Implementation of the Mental Capacity Act (Northern Ireland) 2016: Social workers’ experiences

The Mental Capacity Act (Northern Ireland) 2016 was enacted by the Northern Ireland Assembly in May 2016. The first phase of the Act came into operation during 2019 and includes provisions for Deprivation of Liberty Safeguards (DoLS). When fully implemented this legislation will integrate mental capacity and mental health legislation into a single piece of legislation, for people aged 16 years and over. Given the recent introduction of Trust Panels as a new mechanism for DoLS, this study is the first of its kind. This small-scale exploratory study is a survey of 33 social workers who have made DoLS applications to Trust Panels. The findings illustrate social workers’ experiences of applying for Trust Panel authorisation for interventions amounting to deprivation for liberty with adults who lack the capacity to make the relevant decisions.
 The findings report on the social workers’ level of experience in undertaking applications, their views about training for Mental Capacity Act work, and their perceived confidence levels for this work. The factors that have helped or hindered practitioners are also highlighted. The data collection was undertaken during the COVID-19 pandemic, and the impact of changes to work practices during this time are acknowledged. The study makes recommendations for further developing training, practice, and research.

How confident are UK radiographers at performing paediatric computed tomography trauma scans?

IntroductionApproximately 45% of paediatric deaths in the United Kingdom (UK) were as a result of trauma. Computed tomography (CT) provides time efficient and accurate diagnosis, increasing chances of survival. Whilst use of CT in evaluating paediatric trauma has been invaluable it carries significant radiation risks, largely because children have greater radiation sensitivity than adults. Although national paediatric trauma workload in the UK is proportionately low, the majority of paediatric patients are conveyed to hospitals which predominantly undertake CT scans on adult patients. This research aimed to determine the confidence levels of radiographers when performing paediatric CT trauma scans in three public hospitals in the UK, and whether a teaching intervention improved their perceived self-confidence. MethodsIndividual questionnaires containing eight qualitative and quantitative questions were used to ascertain radiographers' perceived confidence levels. A teaching intervention was developed based on responses. A post-intervention questionnaire was used to determine whether radiographers’ confidence levels had improved. ResultsRadiographers (n = 45) reported a mean confidence score of 5.6 (standard deviation 2.2) and 8.0 (standard deviation 1.7) scanning paediatric trauma patients pre- and post-intervention respectively. A paired two group t-test found this difference to be statistically significant at p < .00001. Radiographers reported several factors which negatively influenced confidence levels, including limited experience and postgraduate education. ConclusionRadiographers reported to be less confident scanning paediatric CT trauma patients compared to adults, pre- and post-intervention, however this research does not clarify whether this is as a result of an increase in competence. Further research regarding this concept warrants investigation. Implications for practiceResults suggest further training based on negative factors reported by radiographers can increase confidence when performing this type of scan, assisting radiographers in optimising paediatric patient doses.

Student Confidence and Interest in Acute Care Physical Therapy Through Peer Simulation

Introduction: The COVID-19 pandemic caused various challenges to the academic setting, especially for health care programs that require face-to-face (F2F) interactions to learn psychomotor skills. Simulation is often used to integrate didactic knowledge and enhance psychomotor skills to prepare students for clinical education experiences. The purpose of this study was to compare student confidence and interest in setting type prior to a first clinical education experiences between students who completed an F2F peer simulation course and students who completed the course virtually. Methods: Subjects included second-year doctor of physical therapy students who participated in the F2F course in 2019 (n = 37) and those who completed the virtual course in 2020 (n = 36). A 5-item pre- and postcourse self-assessment was administered to evaluate student confidence and interest in the acute care setting. A factorial analysis of variance was used to examine confidence scores of both cohorts at pre- and postcourse assessment. Results: Confidence rating of students from both cohorts significantly improved from precourse to postcourse in all areas, indicating that all students showed improved perceived confidence in their clinical skills upon completion of the course. However, the ratings of “ability to respond to changes in patient status in the acute care setting” were significantly greater in the F2F cohort than in the virtual cohort at the end of the course. There was also a positive interaction effect of cohort year (delivery mode) indicating that the F2F cohort had a stronger response in level of perceived confidence compared with the virtual cohort. In addition, student interest in the acute care setting was significantly greater at postcourse assessment for students from both cohorts. Conclusion: Postcourse rating of student-perceived confidence in clinical skills performance and interest in the acute care setting improved regardless of the mode of delivery of the course. However, when examining student-perceived confidence levels to respond to change in patient status, students who participated in the F2F course felt more confident in their ability to do so. Although perceived confidence levels improved for all students, virtual learning of clinical skills may not be as effective in training students to safely treat complex patients in the acute care setting.

TP8.2.13 Impact of peer-delivered tuition/feedback on appointment to UK Higher Surgical Training

Abstract Aims In the UK, Core Surgical Trainees (or equivalent) undergo a rigorous National Selection (NS) process to secure a ST3 Training Post in General/Vascular Surgery. Despite decrease in competition ratio from 3:1 in 2012 to 1.48:1 in 2017, many applicants were unable to secure ST3 Training Posts. We hypothesise this is due to applicant performance anxiety rather than lack of clinical experience. We designed a 2-day structured course to address the applicant’s confidence levels in preparing for NS. Methods This is a prospective observational study following 27 delegates who completed a 2-day course delivered by surgical consultants and trainees; consisting of didactic lectures and interactive practice with a 1:1 faculty:delegate ratio. A specific mentor was nominated to oversee the delegate’s progress throughout and post course. Personalised feedback was given by the entire faculty throughout the course. Delegates were asked to complete evaluation forms to track their perceived confidence levels of success at NS at different timeframes, measured by a visual analogue scale. Paired t -test was performed to compare the mean confidence level pre- and post- course. Results Evaluation forms were received from all (n = 27) delegates. Self-reported confidence increased significantly for all domains except Professional Communication. 23 (85%) participants were successful at interviews post course. There was no statistically significant difference between UK and non-UK graduates, first time and not-first-time applicants. Conclusions Peer-delivered teaching, practice and feedback as a structured interview practice course significantly improves applicants’ confidence levels which translates to higher success rate at National Selection.

Assessing dentists’ knowledge and experience in restoring endodontically treated teeth using post & cores

ObjectivesThe restoration of endodontically, heavily filled teeth has been a challenge for the dental profession for decades. The aims of this study were to investigate dentists’ experience and knowledge in the use of post & core when restoring endodontically treated teeth. MethodThis was a mixed method study incorporating quantitative and qualitative data collection. An online questionnaire was developed and distributed, comprised of 18 questions. It was calculated that 93 respondents were needed to validate the study of which 60% should meet a minimum knowledge requirement. Results173 respondents completed the questionnaire. 109 (63% (95%CI56%,70%) demonstrated proficient knowledge of post & core restorations. Recent graduates were more likely to follow current guidelines (F = 4.570: P<0.034). As the age of respondent dentists increases the number of posts placed (F = 18.85; p<0.001) and the perceived confidence level increases (Spearman's Rho 0.43: P<0.01). Experience of postgraduate education also positively influenced clinical confidence. ConclusionThe placement of post & cores is influenced by age. Confidence is also influenced by age. More evidence on post usage is required and several questions remain to be answered on what drives decision making and perceived long-term success. Clinical significanceThere is a general acceptance of when a post and core restoration should be used. Clinician experience and age can have an impact on what type of restorations are used. Fibre posts are more commonly used due their accessibility and cost.

A novel echocardiographic approach for assessing coronary artery origins.

Anomalous aortic origin of a coronary artery (AAOCA) is a potential etiology of sudden cardiac death (SCD) in physically active individuals. Identification of coronary artery origins is an essential part of comprehensive pre-participation athletic screening. Although echocardiography is an established method for identifying AAOCA, current imaging protocols are time intensive and readers frequently have low confidence in coronary artery identification. Echocardiographic images from a sample of 110 patients from a database of competitive athletes ages 13-22years from the Kansas City metropolitan area were reviewed by six echocardiographers of varying experience. Coronary artery images were provided to the readers in the conventional single plane for all the patients; then biplane images of the same patients were presented to the readers. While reviewing the images, readers recorded perceived confidence level of identifying the coronary artery from 1 (least confident) to 5 (most confident). Ratings and differences between ratings were summarized descriptively by means and standard deviations across all readings as well as by individual reader. The mean confidence level of echocardiogram readers in identifying coronary artery origins increased by 0.4 points (P=.05) on a five-point confidence scale when using biplane imaging rather than single plane imaging. When assessing the variability of confidence of readers on the same patient, the between-reader variability improved from 25.9% to 10.3%. Biplane echocardiographic imaging increases the confidence of readers in identifying coronary artery origins.

Effects of Preconducting and Conducting Behaviors on Collegiate Musicians’ Evaluations of Conductor Competence

Abstract The purpose of this study was to examine the influence of preconducting and conducting behaviors on perceptions of conductor competence. We modified and extended a previous research study (Frederickson et al., 1998) and asked undergraduate college musicians (N = 214) to evaluate recorded videos of conductors that displayed combinations of poor and excellent preconducting and conducting behaviors. These behaviors included stepping onto a podium, preparing conducting materials, and conducting one measure in 4/4 time. Participants were also asked to describe the factors that impacted their ratings via open-ended questions. Results of a conducting behavior × order interaction signified that although participants’ ratings were influenced by preconducting behavior conditions, the effect was mitigated by order. Results also indicated that observers’ evaluations of conductors’ competence began immediately. Analysis of free-response questions indicated that conducting technique, eye contact, facial expressions, and conductors’ perceived confidence level impacted participants’ ratings of conductors. Given the importance of preconducting behaviors on participants’ ratings of conductors’ competence in our study, several suggestions are presented for university faculty who teach undergraduate conducting courses. Recommendations for future research are also discussed.

Developing Interpersonal and Counseling Skills Through Mixed-Reality Simulation in Communication Sciences and Disorders

Purpose Simulation is increasingly becoming a valuable tool for training and educating students in communication sciences and disorders (CSD). The purpose of this study is to examine the impact of a mixed-reality simulation on CSD students' perceptions of their ability to apply clinical and counseling skills. Additionally, this study sought to investigate the overall efficacy and acceptance of this type of clinical simulation experience for undergraduate CSD students. Method A total of 29 undergraduate students participated in a clinical simulation experience that used actor-controlled avatars in a mixed-reality simulation environment to practice collecting case history information and delivering diagnostic news to parents of a child client. All students completed pre- and postsimulation questionnaires that rated the impact of the clinical simulation experience on their confidence in demonstrating targeted clinical skills and their general attitudes about their participation. Additionally, five lead participants participated in follow-up interviews to gather data to best describe students' perceptions. Quantitative and qualitative data were recorded and analyzed. Results The majority of the students exhibited positive attitudes toward the mixed-reality clinical simulation experience and reported an increase in their perceived ability to apply several counseling skills (e.g., listening and selective feedback) following the session. Analysis showed that the perceived confidence levels on seven out of the 17 targeted skill items increased on the postevent questionnaire to a level of statistical significance and that the simulation experience was described as meaningful and supportive for increasing confidence. Conclusions Mixed-reality clinical simulation may be a useful tool for teaching interpersonal communication and counseling skills for students, including undergraduates, in CSD. Additionally, the use of mixed-reality technology in this study produced similar results seen with other clinical simulation methods such as standardized patients or computer-based simulations.

The Role of Video-Assisted E-Learning in Intrauterine Contraceptive Device Insertion Training.

Intrauterine contraceptive device (IUCD) insertion is an important procedural skill for primary care physicians. Procedural skill training can be challenging. E-learning has been rapidly employed in medical education. The purpose of this study was to evaluate the role of a video-assisted e-learning module in knowledge and skill transfer for IUCD insertion training. We used a quasi-experimental, one-group, pre/posttest study design. Thirty-one primary care doctors (family medicine residents and new medial officers) at a primary care training center participated in the study. All participants assessed the e-learning module at the training center. We performed on-site pre/posttests of knowledge and procedural steps (posttest only). We obtained satisfaction with e-learning and perceived confidence level with an anonymous questionnaire survey. There was a significant increase in the knowledge test scores from a median interquartile range score of 12 (10-15) to 18 (17-19) post-e-learning (P<.01). All participants attained the minimum passing score of 15 of 20 (75%) post-e-learning. However, only 20 of 31 (64.5%) participants met the minimum passing standard for procedural step test post-e-learning. Ninety-three percent of the participants reported satisfaction with the e-learning course. The median score for confidence level in performing the procedure increased significantly after e-learning. The e-learning module may be an effective way of delivering instructional content in procedural training. It provides time and location flexibility and is useful for pretraining. Psychomotor skills for clinical procedures, however, may be difficult to acquire by e-learning alone. It must be supplemented with deliberate practice and hands-on learning in simulation workshops.

The dentist will scan you now: The next generation of digital-savvy graduates.

Undergraduate dental curriculum consisting of digital tools is essential in today's era of modern dentistry. The aim of this study was to evaluate final-year undergraduate dental students' perception of using intraoral scanners and the feasibility of increasing exposure to intraoral scanners in their undergraduate programme. Forty students volunteered to complete one maxillary conventional and optical impression (TRIOS 3, 3Shape A/S). Questionnaires were used to assess their familiarity, perceived confidence levels, difficulties and user-friendliness of each technique using a visual analogue scale prior to and after experiencing each impression technique. Students felt more familiar with conventional (C) than digital (D) impressions (P=.00). Their pre-confidence level was also higher with the conventional method (C: 80.9±15.5; D: 39.6±25.5); however, the post-confidence level significantly increased for the digital impression technique (P=.00). Participants perceived conventional technique to be easier (P=.02) and faster than optical impressions (P=.03). User-friendliness of the intraoral scanner scored moderate (67.7±22.9). The difference in the mean total working time was not significant (P=.05). Forty per cent of participants indicated that they preferred using the digital impression technique. Although final-year undergraduate students still perceived the conventional impression technique to be easier and faster than digital scanning, there was a significant increase in the level of confidence by this cohort after only one occasion of clinical optical impressions. Undergraduate dental students are ready to uptake new technology, and it should be strongly considered to incorporate more digital scanning during their training.

Dental students' experience and perceived confidence level in different restorative procedures.

Graduating confident students who are able to flourish and develop in their future careers is an importance outcome of the dental education. This study aims to evaluate self-perceived level of confidence of fifth-year dental students in different restorative-related tasks and the relationship between their clinical training and its corresponding confidence. Fifth-year graduate dental students (n=202) were asked to fill a questionnaire that rated their level of confidence in different clinical restorative dentistry tasks. Additionally, they were asked about the number of times they performed tasks prior to attempting the equivalent competency and in which sub-specialty they felt the most confident. Completed responses were received from 120 students giving a response rate of 59%. Students felt the most prepared and confident in direct restorations and simple endodontic treatment, and they seemed less confident in indirect restorations and complex endodontic treatment. Regarding the steps of indirect restorations, students expressed least confidence in crown preparation compared to impression making and try-in procedures (P<.05). Students rated their confidence highest in operative dentistry, followed by endodontics and lastly fixed prosthodontics. The results highlight the areas in which students exhibit the least confidence. Enhancement of student clinical skills and directed exposure is necessary to raise the level of perceived confidence which will reflect positively on their current and future professional performance.

Evaluation of Interdisciplinary Emergency Ultrasound Workshop for Primary Care Physicians in Nepal.

PurposePoint-of-care ultrasound (POCUS) is a quick bedside tool that has the potential to improve emergency care in resource-limited settings due to its relatively low cost and accessibility. Effort to disseminate the knowledge and skills about POCUS is inadequate in low and middle income countries like Nepal. We conducted a two-day interdisciplinary advanced emergency ultrasound workshop that targeted physicians working in emergency department and primary care, especially in rural Nepal. We explored the effectiveness of this training based on validated Kirkpatrick’s 4 steps of evaluating training outcomes.Materials and MethodsWe conducted a prospective quasi-experimental study with mixed research design. Multidisciplinary physicians working in emergency departments participated in the two-day workshop. We assessed and compared the pre- and post-workshop knowledge. We collected on-site and a follow-up feedback to explore pre- and post-workshop confidence level, perceived usefulness and clinical use of ultrasound using a 5-point Likert scale. The barriers to use POCUS were explored.ResultsA total of 50 physicians from different parts of Nepal participated in the workshop. The academic level of the participants, duration of their clinical experience and the previous use of POCUS did not have a significant difference in their pre- and posttest knowledge scores. The difference between the median (IQR) pre- and posttest scores [14 (12.75–17.75) and 24.5 (22.25–25.5), respectively] was statistically significant (p<0.001). Perceived confidence level and usefulness of the POCUS increased significantly in all of its domains (p<0.001). Self-reported increase in its clinical use was significant (p<0.001) for all fields.ConclusionThe participation in this emergency ultrasound workshop increased the knowledge of participants in POCUS. Their confidence, perceived usefulness and clinical use of POCUS improved significantly. Objective longitudinal follow-up of participants’ skill and demonstration of increased clinical use of POCUS in emergency department influencing the clinical outcome would be the focus of future research.

Popular music in preservice music education: Preparedness, confidence and implementation

This study examined popular music in preservice music teacher training programmes in the United States. The researchers explored types of courses and programmes offered in undergraduate music education programmes to prepare future music teachers to teach popular music. Quantitative data revealed trends in the inclusion of popular music within undergraduate music education programmes, determined music teacher educators’ perceptions of their students’ attitudes towards using popular music in the general music classroom, and examined the types of popular music pedagogy needed for preservice music educators. Qualitative data ascertained perceived confidence levels of graduates to utilize popular music. Results revealed that western classical music is the focus for the majority of music educators’ undergraduate degree programmes and that often music teacher preparation programmes ignore popular music study. Bridging the gap between western classical and popular music would help prepare teachers to include and value all types of music in K-12 music education.

The Confidence of Undergraduate Dental Students When Undertaking Indirect Restorations

The General Dental Council expects United Kingdom graduating dentists to be competent at providing crown and bridge treatments and graduating students should feel confident to undertake these treatments. The aim of this study was to explore the confidence of undergraduate dental students when providing crown and fixed dental prosthesis treatments. An anonymous questionnaire was distributed to all (n = 198) undergraduate students in Years 3 to 5 at Bristol Dental School. The questionnaire comprised confidence interval ranked responses, and respondents’ data was analysed using SPSS. The response rate was 76%. Undergraduate perception of confidence increased throughout the three years of study (p &lt; 0.01). There was a strong association between the amount of exposure students had to certain treatment stages and their perceived confidence levels. Confidence levels may be increased further with increased clinical experience.

The effect of preparation strategies, qualification and professional background on clinical nurse educator confidence.

To describe how clinical nurse educators (CliNEs) in Vietnam are prepared for their role; to identify which preparation strategies assist development of confidence in clinical teaching; and to measure the effect of educational qualifications and professional background on perceived confidence levels. The quality of clinical teaching can directly affect the quality of the student learning experience. The role of the clinical educator is complex and dynamic and requires a period of adjustment for successful role transition to occur. Planned orientation and specific preparation programmes assist transition and reduce anxiety for new CliNEs. There is, however, a lack of clear evidence to identify the form this preparation should take or which strategies are likely to facilitate the development of role confidence. Descriptive survey study. Cross-sectional surveys were used to collect data from 334 CliNEs during January-March 2015. Eight preparation methods commonly used in Vietnam were identified. There was a small yet significant association between preparation and CliNEs' perceived confidence. Formal preparation methods, and postgraduate qualifications and years of clinical teaching experience were linked to increased confidence in clinical teaching. Conversely, informal mentorship was found to hinder confidence development. This study identifies several preparation strategies that significantly enhance clinical educator confidence and readiness for their complex role. These preparation strategies drawn from the Vietnamese context, provide important examples for the wider nursing community to consider.

Evaluation of teachers training workshop at Kirkpatrick level 1 using retro-pre questionnaire.

BackgroundTeacher training focusing on teaching learning methodologies, assessment tools, and approaches that motivate the teachers and enhance their confidence is one of the fundamental programs of faculty development. The objective of this study was to assess the self-reported perceived confidence of faculty members after participating in a basic teachers training workshop.MethodologyThe retrospective post-then-pre design questionnaire was used for evaluating the faculty members’ self-reported perceived confidence at Kirkpatrick level 1 (evaluation of reaction) after completing basic teachers training workshops. The self-reported perceived confidence on 30 statements were analyzed by 3 categories (not confident, confident, and highly confident) on a Likert scale.ResultsOut of 60 participants (18 in the 3rd and 21 each in the 4th and 5th teachers training workshops), 58 (96.67%) responded to all statements. The mean age of the participants was 34.14±5.15 years; 70.7% were male and 29.3% female. Overall, the self-reported perceived confidence level of the participants of the 3rd (pre-training median 57, post-training median 70, p<0.001), 4th (pre-training median 51, post-training median 67, p<0.001) and 5th (pre-training median 51, post-training median 68, p<0.001) training workshops was significantly increased after training. There was a noticeable change in the level of confidence of the participants after training. The observed percentage change in self-reported perceived confidence was 29.63% in those who received no training prior to joining college (n=51, 87.9%); this was 2 times more than those who received some sort of training prior to teachers training (n=7, 12.1%).ConclusionOverall, the self-reported perceived confidence level of the participants was significantly increased after teachers training workshop.

Resuscitate your residents’ skills with neonatal simulation.

Background: Neonatal resuscitation(NR) training is a necessary part of pediatric resident education and required by the ACGME. This simulation curriculum was designed to enhance exposure and practice of NR by pediatric residents during their neonatal ICU rotations. The curriculum's effectiveness was measured by the residents’ ability to maintain competency in NR skills and as increased levels of perceived confidence to perform NR; both domains were expected to improve with repeated exposure to the curriculum. Methods: The curriculum provided two types of education: a 30-minute didactic lecture followed by high-fidelity simulation (HFS). The curriculum was updated after 6 months coinciding with the release of the 7th Edition Neonatal Resuscitation …

The Incidence of Overconfidence and Underconfidence Effects in Medical Student Examinations

Overconfidence is the tendency to overestimate the knowledge, capacity, or performance one really possesses. This cognitive bias could be potentially dangerous in medical decision-making, considering the impact it could have on patient health care. The aim of this study was to evaluate the incidence of overconfidence and underconfidence in medical student knowledge on general surgery by using traditional and new statistical approaches. During the application of a multiple-choice examination, 251 next-to-graduate medical students were invited to express the accuracy of their responses by choosing their own perceived confidence level for a set of questions. Analysis was done by comparing the difference between percentage of right answers (student's actual knowledge or accuracy) and self-estimated confidence level (student's perceived knowledge or confidence). Overconfidence was defined as a positive difference between confidence and accuracy, and underconfidence as a negative difference. Nearly 12% of students showed significant overconfidence regarding their actual knowledge or accuracy levels. Better students showed a lower overconfidence effect than students with poorer performance. On the other hand, underconfidence was less likely than overconfidence (8.3% of students), and that effect was most frequently found in students who performed better in examinations. The small proportion of our students exhibiting overconfidence or underconfidence behaviors moderates the need for educational interventions. Nevertheless, promoting prudence in individualized students manifesting overconfidence, and trust in those reporting significant underconfidence could increase the reliability of medical judgment during their future professional life. Overconfidence in individuals with lower scores in examinations may depend on a ceiling-like effect, since worst ranked students have a wider upper margin to manifest their confidence perceptions. The most confident students showed higher scores in examinations than the less confident ones. From this point of view, confidence could be considered an essential ingredient of success in examination performance.

Effects of a service learning experience on confidence and clinical skills in baccalaureate nursing students

BackgroundCamp programs yield positive and lasting benefits for children. Integrating a summer camp into a nurse course with a service learning design fosters learning beyond the classroom and enhances community engagement. ObjectiveThe purpose of this study is to describe the nursing students' experience and perceived confidence after completing a service learning nursing course. DesignThis is a descriptive, qualitative research study that used reflection and a perceived confidence questionnaire. SettingThe study was conducted in a school of nursing and surrounding university campus facilities during the diabetes camp. ParticipantsThe participants (n=23) were nursing students who enrolled in the nursing course. MethodsAs part of the course requirements, students completed an eight item question confidence survey before and after the diabetes camp related to diabetes and camp management, and interpersonal abilities with patients, families, and healthcare professionals. Within 48–72h after diabetes camp, the students completed the reflection paper. The pre and post Confidence Surveys were analyzed using a t-test and thematic analysis was used to analyze the reflection paper. ResultsOverall, perceived confidence levels increased after completing the service learning course (t=−9.91, p=0.001). Four themes emerged from the qualitative analysis: pre-camp assumptions and fears, growth in confidence, understanding diabetes management in the community, and appreciation for learning beyond the classroom and hospital setting. ConclusionsThis service learning course provided nursing students the ability to not only develop diabetes clinical skills and perceived confidence, but also life skills including teamwork, leadership, and conflict resolution.