Learning Confidence Research Articles

La Trobe University’s Regional Higher Education Pathways Program

Nuanced support for regional secondary school students can be a key to their consideration of university as an option in their educational journey. Reports, studies and teachers on-the-ground continue to call for tools and resources to boost students’ decision-making about their futures. La Trobe University’s Regional Higher Education Pathways Program takes an evidence-based approach to developing learner confidence and pastoral support for senior secondary students in Albury-Wodonga and Shepparton. As part of the program, students participate in regular, timetabled in-school sessions that cover topics from exam revision and literacy to wellbeing and mental health. The overall foci of the program are building learner confidence (‘I can do university’) and demystifying higher education through connection to the university environment (‘I can see myself at university’).

Research on the Implementation Strategy of Classroom Incentive Mechanism in Technical School

As an important place to cultivate technical skills and professionalism, technical schools must establish an effective classroom incentive mechanism to stimulate students' learning motivation and active participation. The classroom reward mechanism can be used as an incentive method to help improve students' learning motivation. Learning motivation is an internal factor that promotes students' learning, which involves the individual's perception, value and expectation of the goal, as well as the interaction with other factors. The classroom reward mechanism can enhance students' learning motivation by increasing the meaning, value and willingness of students' learning activities, improving students' self-efficacy and self-control. For example, by rewarding and praising students' performance in the classroom, students can be motivated to actively participate in classroom activities; by rewarding excellent homework and test scores, students' recognition and self-confidence in learning can be increased, so that they can be more actively involved in learning. Through a comprehensive study of relevant literature and empirical research, this paper explores the importance of classroom incentives in technical schools and proposes some implementation strategies to help teachers improve learning enthusiasm and academic achievement of technical school students.

Improving Procedural Skill Confidence in Pediatric Residents: A Longitudinal Simulation-Based Workshop Curriculum.

Exit surveys among our pediatric residency graduates found 50% were not confident performing required procedures. While procedural competency poses many curricular challenges, simulation is an effective educational modality many programs have adopted, though often only through onetime workshops limited to single procedures, clinical settings, or levels of training. We sought to develop a comprehensive, recurring, yearlong, simulation-based curriculum covering many important pediatric procedures. We created a longitudinal curriculum of recurring monthly workshops using both low- and high-fidelity simulators, highlighting 17 pediatric procedures. Comprehensive facilitator guides contained equipment lists, instructions, competency checklists, and quizzes for each workshop. Correlation between attendance and confidence was assessed for skills in which residents attended two or more workshops on the same skill. ACGME exit surveys compared graduates' confidence regarding procedural skills before and after curriculum implementation. On exit surveys, graduates who agreed or strongly agreed to feeling comfortable with the procedures in our curriculum improved from 50% to 66% after 2 years, and those who disagreed or strongly disagreed decreased from 40% to 22%. A positive correlation existed between repeated workshop attendance and confidence in many procedures (R2 range, .60-.99). Longitudinal simulation is an effective educational modality that increases learner confidence in performing procedures. Our curriculum addresses adult learners' need for repetition and can be adopted by other programs to improve graduates' confidence. The curriculum's sustainability is underscored by use of cost-reducing low-fidelity simulators and comprehensive guides that allow any instructor to conduct the workshop.

Listening in the Wider Context: An Indication of Integrating Assessment into Listening Instruction

For three main reasons, assessment is a crucial part of ‘Language Teaching’. First and foremost, the assessment offers teachers reliable foundation and continuing points for planning and developing lessons. Next, the assessment delivers instant feedback to gauge learners' progress and enables students to establish their goals. Additionally, assessment contributes to program evaluation, ensuring the alignment of curriculum and teacher growth. Within the realm of listening, assessment holds significant significance as it fosters learner confidence by providing necessary feedback and facilitates the design of instruction that addresses both learners' apparent weaknesses and curriculum gaps. This paper provide direction on how to incorporate assessment into listening instruction. It addresses various aspects of issues, such as various listening assessment methods, elements that affect performance and difficulty, the use of oral interviews to evaluate effective listening, the use of descriptive scales to represent levels of listening proficiency and the implementation of portfolio-style listening assessments.

Directed observational learning through augmented video simulation

Video simulation involves self-regulated, immersive learning through replication of real-life scenarios. To improve senior students' understanding/documentation of high-acuity patient assessments, an augmented (role modeling, think-aloud strategies, directed worksheets) video simulation was created. For the quasi-experimental one-group posttest study, participants viewed the video, completed an NLN survey, and allowed use of worksheet/assessment scores. All participant scores revealed assessment accuracy. Augmented video simulation can improve assessment skills through observation and enhance student satisfaction and self-confidence in learning.

A Novel Simulator for Teaching Endobronchial Ultrasound-guided Needle Biopsy.

Endobronchial ultrasound-guided transbronchial needle aspiration (EBUS-TBNA) has become standard for the diagnosis of lung cancer, and there is an increasing need for procedural competence in trainees. We evaluate a low-cost, gelatin-based EBUS-TBNA training simulator to assess pulmonary fellows' baseline skills and facilitate procedural development. A low-cost ($30) gelatin-based, high-fidelity simulator was created to represent the airways, major vessels, and lymph node stations essential to identify for EBUS-TBNA. Trainees had a baseline skills assessment using the simulator and were then provided a 1-hour didactic session on EBUS-TBNA and additional practice time with the simulator. Trainees then underwent a postsimulation skills assessment using a modified endobronchial ultrasound (EBUS)-Skills and Tasks Assessment Tool (STAT) performance assessment tool. Simulator fidelity and trainee procedural confidence was assessed using a 10-point scale. Ten fellows received training on the EBUS-TBNA simulator. First-year trainees scored the lowest on the 18-point performance scale with a mean score of 9, while third-year trainees scored highest with a mean score of 17.5. Mean 18-point performance score improvement after simulator training and didactics was 4.31 points for all trainees with the largest change in first-year trainees amounting to 8.25 points. First-year trainees experienced the greatest improvement in EBUS procedural confidence by a mean of 2.5 points on a 10-point confidence survey. A low-cost EBUS simulator effectively differentiated early and advanced learners based on graded procedural performance scores. Simulation-based practice significantly improved learners' procedural performance, and the degree of improvement correlated with learner inexperience. The simulation significantly increased early learner confidence in EBUS-TBNA technique.

Language Teaching Methodologies for Effective English Learning

In this comprehensive study, the paper explores "Language Teaching Methodologies for Effective English Learning." It delves into the prevalence, perceived effectiveness, and practical implementation of diverse teaching approaches in the context of learning English as a second language (L2). Employing mixed-methods research, including surveys, classroom observations, and data analysis, the study offers crucial insights into language education. The prevalence data underscores that Communicative Language Teaching (CLT) emerges as the dominant approach in English language education, in line with contemporary priorities such as communicative competence and learner-centered methods. Moreover, CLT garners the highest mean effectiveness rating, indicating its success in nurturing English language proficiency, boosting learner confidence, and enhancing satisfaction. Nonetheless, the research brings to light the diverse nature of language education. While Grammar-Translation proves effective in enhancing language proficiency, its impact on learner confidence and satisfaction is limited. Task-Based Learning, on the other hand, displays promise but requires further refinement

Producing confident learners using specific tasks, competent models, and credible messages

ABSTRACT Of his numerous contributions, Albert Bandura’s introduction of the self-efficacy construct is arguably the most notable one. The primary aim of this article is to illustrate why it is so critically important to arm students with strong self-efficacy beliefs and how parents and teachers can achieve that goal. We begin with a brief overview of the self-efficacy construct, describing the unique features that distinguish it from other self-beliefs such as self-concept. We highlight that self-efficacy is an inherently context-specific construct distinct from vague impressions and broad generalizations about one’s competencies, and it is this context-specificity that affords self-efficacy with the unparalleled predictive utility of subsequent achievements. Next, we introduce scientifically validated practices of producing confident learners such as guiding them to appraise their confidence toward specific tasks and goals, exposing them to competent models, and providing them with credible social messages, consistent with Bandura’s tenets on major sources of self-efficacy information.

Nursing students’ perceived level of satisfaction and self-confidence in learning using unfolding case studies

Coronavirus disease 2019 (COVID-19) pandemic interrupted the clinical placements of nursing students across the globe. This required teaching and learning in nursing to adapt to continue, despite the interruption. The study aims to describe the students' perceived level of satisfaction, and their level of self-confidence in learning using the unfolding case studies. An online survey of nursing students enrolled in a higher educational institution in Angeles City, Philippines was conducted. A total of 166 nursing students completed the online survey. The majority of them were female (N=136; 81.93%). Respondents reported high levels of satisfaction (M=22.02; SD=0.29 out of a possible 25), and self-confidence (M=34.60; SD=0.48 out of a possible 40). The findings bolster the utility of the unfolding case studies in improving students’ satisfaction and self-confidence in learning.

Patient education on self-administration of insulin via pen: An interprofessional team-based educational initiative

Diabetes self-management necessitates an interprofessional approach, whereby members of the healthcare team reinforce patient education to ensure confidence and effective care. While insulin is administered by needle and syringe in the inpatient setting, patients at our institution may be prescribed insulin for self-administration via pen device upon discharge, necessitating that nurses be confident in providing patient education on the proper use of such devices. To address this educational need, pharmacists at our institution worked collaboratively with nurses and nurse educators to develop a nursing education module intended to improve nursing confidence and knowledge of insulin self-administration via pen device. A multi-modal educational approach, encompassing a didactic in-service presentation coupled with a hands-on demonstration and optional simulation assessment were utilized, in accordance with findings from previous studies. Change in learner confidence, knowledge and performance were measured. This interactive education module was found to be effective at improving nursing staff knowledge of key aspects associated with proper use of insulin via pen. This module can be replicated on other units or by other institutions seeking to improve patient education on self-administration of insulin via pen.

PEER TEACHING STRATEGY AND ITS EFFECT ON SELF- EFFICACY, COLLABORATIVE BEHAVIOR, AND PERFORMANCE OF NURSING STUDENTS AT NURSING COLLEGE, KING KHALID UNIVERSITY

Background: The peer-teaching approach is a planned education model that increases learner confidence, self-efficacy, reduces stress and anxiety, and aids in the development of higher level personal and professional skills such as empathy, communication, organization, leadership, decision making, and cooperation.
 Aims: to assess the effect of peer teaching strategy on self- efficacy, collaborative behavior, and performance of nursing students.
 Methods: The study was conducted using a quasi-experimental design at the College of Nursing, ABHA, King Khalid University, Kingdom of Saudi Arabia. A simple random sample of 36 fourth-year nursing students was used. Data was collected using six instruments: student's clinical evaluation checklist, knowledge evaluation form, general self-efficacy scale, the collaborative behavior scale shortened, clinical teaching preference questionnaire, and peer teaching experience questionnaire.
 Results: The majority and slightly more than half of students who were taught a selected unit by peer teaching received excellent plus grades in knowledge and practice, compared to only a small percentage of those who were taught the other knowledge and clinical skills units by traditional lecture, and 75% of students who learned a selected topic by peer teaching had a high level of self-efficacy and collaborative behavior.
 Conclusion: According to the findings of this study, this method is effective for increasing nursing students' self-efficacy, collaborative behavior, and performance. The study suggests incorporating this strategy into all nursing college curriculums, seminars, and training courses in order to change teaching staff attitudes about the use of advanced teaching methods such as peer teaching.

A sustainable, peer-led teaching model for core trainees

Background: At a teaching hospital with a large cohort of novice trainees each year, we supplemented monthly regional FRCA teaching with a fortnightly small-group, local teaching programme. Feedback collated before implementation of the quality improvement project highlighted a demand for local teaching. We present a sustainable, peer-led teaching programme that is easy to run. Methods: The teaching model used was based on the Self Determination Theory,1 to encourage trainee self-motivation in preparing for the academic demands of core anaesthetics training. The Primary FRCA syllabus was broken down into topics and sub-topics designed to be sufficiently ‘bite-sized’ for trainees. Protected twice-monthly teaching lasting half a day was allocated to cover a key topic. Sub-topics were allocated to trainees in attendance who were given 45 min to research their topics, before regrouping to present back to their colleagues. A post-Primary FRCA trainee facilitated peer-led discussions and ensured topics were explored appropriately throughout each session. Facilitating trainees were permitted to use their Educational Development Time (EDT) to lead these sessions. Results: Feedback was collated pre-implementation and 6 months post-implementation of the teaching programme using Likert scale questionnaires. Some 100% of trainees felt that the small-group teaching environment was conducive to their learning. Feedback obtained from college tutors indicated the model worked well for novice anaesthetists as it required active participation and helped individuals develop skills necessary for the Primary FRCA. It was also noted to aid rapport building between the peer group—part of the hidden curriculum of this programme. Trainers intend to continue this teaching programme for future core trainees after the positive results. Conclusion: Supplementing regional teaching with the local teaching model presented here has increased learner confidence, understanding, and ability to talk through difficult topics. It has increased trainee feelings of preparedness for the Primary FRCA and allowed independent, autonomous learning to take place, with senior guidance. Feedback from both trainee and trainer has been positive, with college tutors supporting the continuation of the programme. All trainees partaking engaged positively with the teaching model, were more likely to carry out personal study outside of teaching, and would recommend this teaching programme to incoming core trainees. 1.Orsini C, Binnie VI, Wilson SL. J Educ Eval Health Prof 2016; 13: 19

Simulation in thoracic surgery-A mini review of a vital educational tool to maximize peri-operative care and minimize complications.

Thoracic surgery is an increasingly expanding field, and the addition of national screening programs has resulted in increasing operative numbers and complexity. Thoracic surgery overall has an approximately 2% mortality and 20% morbidity with common specific complications including persistent air leak, pneumothorax, and fistulas. The nature of the surgery results in complications being unique to thoracic surgery and often very junior members of the surgical team feel underprepared to deal with these complications after very little exposure during their medical school and general surgical rotations. Throughout medicine, simulation is being increasingly used as a method to teach the management of complicated, rare, or significant risk occurrences and has shown significant benefits in learner confidence and outcomes. In this mini review we explain the learning theory and benefits of simulation learning. We also discuss the current state of simulation in thoracic surgery and its potential future in aiding complication management and patient safety.

Pilot: does clinical hypnosis training impart the confidence needed to use it?

ABSTRACT The clinical hypnosis literature suggests that confidence in new clinical skills is an important learning outcome; however, many current training standards for clinical hypnosis do not address outcomes such as confidence. To address this deficit, this pilot study asked whether clinical hypnosis instruction offered by the American Society of Clinical Hypnosis (ASCH) leads to learner confidence. A one-group observational A-B survey-based design examined baseline, expected, and post-training confidence in the use of skills necessary for clinical hypnosis. Twenty clinicians in attendance at an ASCH Fundamentals Workshop answered Likert-type questionnaire items immediately before and after clinical hypnosis training. The average change in confidence ratings from pre-training to post-training was +0.80, resulting in a significant effect, p = .022, suggesting that such workshops can lead to learner confidence. This work represents initial research on an affective learning objective in clinical hypnosis training, as well as the potential utility and relevance of affective learning objectives in such training. Future researchers may wish to further investigate and formalize this and other affective learning objectives in this discipline.

Heritage Language Learner Confidence Development

Over the past few decades, extensive research has investigated the impact of technology in the second language classroom; however, studies are scarce on the role of digital tools for the teaching and learning of a heritage language (HL). The present pilot study aims to fill this gap by examining the effect of two interlocutor types in videoconferencing, a trained target-language speaker on Talk Abroad and an HL peer on Zoom, on HL learner confidence development over time. Addressing this question is critical given that motivating HL learners and validating their linguistic and ethnic identities is considered cornerstone for HL maintenance (Sánchez-Muñoz, 2016). Theoretically, the present research is guided by the functional model of second language confidence proposed by Sampasivam and Clément (2014). In this study, the participants were students enrolled in a fifth-semester Spanish conversation course, who, throughout the duration of a 16-week semester, completed eight 30-minute videoconferences, four with each of the two interlocutor types. The analysis of the questionnaire data revealed that both interlocutor types, but most notably the HL peer learners, facilitated confidence gains over time. These results are discussed with an emphasis on their pedagogical and theoretical implications.

The effect of laughter yoga applied before simulation training on state anxiety, perceived stress levels, self-confidence and satisfaction in undergraduate nursing students: A pragmatic randomized controlled trial

AimThis study aimed to examine the effect of laughter yoga applied before simulation training on state anxiety, perceived stress levels, self-confidence and satisfaction in undergraduate nursing students. BackgroundClinical simulation-based teaching implied a revolution in nursing education. Along with the many opportunities that simulation offers, some disadvantages, such as anxiety and stress experienced during simulation scenarios, could affect students’ satisfaction and self-confidence in learning. Therefore, laughter yoga could be an alternative method that reduces students' anxiety and stress levels and increases their self-confidence and satisfaction with simulation training. DesignThe study was designed as a pragmatic randomized controlled trial. SettingThis study was conducted at a university in Turkey. ParticipantsA total of 88 undergraduate nursing students were randomized to the intervention group (n = 44) or control group (n = 44). MethodsThe intervention group participated in the laughter yoga sessions just before the clinical simulation scenario, while the control group only performed the simulation training. The researchers examined the effect of laughter yoga on state anxiety, perceived stress levels, self-confidence and satisfaction in learning before and after the intervention. Data were collected between January - February 2022. ResultsThis study showed that the mean scores of state anxiety, perceived stress, mean pulse rate and arterial pressure of the intervention group were significantly lower than those of the control group (p < 0.05). In addition, there was also a significant group*time interaction between the groups on state anxiety, perceived stress, pulse, respiratory and mean arterial pressure scores (p < 0.05). Moreover, the mean scores of student satisfaction and self-confidence in the learning of the intervention group were significantly higher than those of the control group (p < 0.05). ConclusionThe findings showed that laughter yoga helped nursing students reduce their state anxiety and perceived stress levels related to simulation training and improved their self-confidence and satisfaction with learning. Additionally, it enhanced the students' vital signs (including mean pulse rate and mean arterial pressure). These positive results are promising for using LY as an easy, safe and effective method to reduce undergraduate nursing students’ stress and anxiety levels and to improve their learning satisfaction and self-confidence levels in clinical skills training such as simulation training.

Factors Associated with Student Satisfaction and Self-Confidence in Simulation Learning among Nursing Students in Korea.

This study aimed to examine the relationships between student satisfaction and self-confidence in learning (SCLS), the simulation design scale (SDS), and educational practices in simulation (EPSS) and to identify the influencing factors on SCLS in nursing students undergoing simulation learning. Of the fourth-year nursing students, 71 who were taking a medical-surgical nursing simulation course and voluntarily provided informed consent to participate in the study were enrolled. Data on SCLS, SDS, and EPSS were collected via an online survey after the simulation, from 1 October 2019 to 11 October 2019. The mean SCLS score was 56.31 ± 7.26, the mean SDS score was 86.82 ± 10.19 (range: 64~100), and the mean EPSS score was 70.87 ± 7.66 (range: 53~80). SCLS was positively correlated with SDS (r = 0.74, p < 0.001) and EPSS (r = 0.75, p < 0.001). The regression model for SCLS in nursing students revealed that SCLS increased with increasing EPSS and SDS, and that SDS and EPSS explained 58.7% of the variance in SCLS (F = 50.83, p < 0.001). Therefore, to improve the learning satisfaction and learning confidence of nursing students in simulation classes, it is necessary to consider simulation design and practice considering educational factors.

The Effect of Two Different Simulation Modalities in Palliative Care Teaching on Nursing Students' Knowledge, Satisfaction, Self-confidence, and Skills: A Randomized Controlled Trial.

Nursing students from developing countries have limited opportunities to experience palliative care. Standardized patient and low-fidelity simulations can provide realistic palliative care experiences for students. However, limited research is available on simulation-based education in Palestine. Testing and using these two types of simulation methods may be the best solution for developing countries that lack adequate resources. This study aimed to test the effects of low-fidelity simulation compared with standardized patient simulation in palliative care teaching on nursing students' knowledge, satisfaction, confidence, and skills. The study was a randomized controlled trial of 70 nursing students in their sophomore year. Students' knowledge was assessed with the Palliative Care Quiz for Nursing test; satisfaction and confidence with the Learner Satisfaction and Self-confidence in Learning; and skills rated by two researchers. Students' knowledge improved significantly on the posttest compared with the pretest, without significant differences between both groups. The findings showed that the utilization of the two methods in students' clinical training for scenario has the same effect on the satisfaction and confidence. The skills of the standardized patient group improved significantly more than the low-fidelity group. The study revealed that both simulation modalities are effective for palliative care nursing students.

ДО ПРОБЛЕМИ САМОРЕГУЛЬОВАНОГО НАВЧАННЯ В УМОВАХ НЕВИЗНАЧЕНОСТІ

The article presents a theoretical study of the problem of applying approaches of self-regulated learning in conditions of uncertainty. Self-regulated learning is a set of skills and strategies that allow learners to manage their learning process, including their thoughts, emotions, and behavior. The use of self-regulated learning practices is emphasized, as these can be particularly useful for students in situations of uncertainty and allow them to take control of their learning as well as to cope more effectively with difficult situations and achieve learning goals. Basically, the use of metacognitive and self-regulatory strategies in the educational process is an important factor in predicting successful learning outcomes in conditions of uncertainty. The analysis of the literature showed that the issue of effective organization of training and independent work of students is not only to form subject knowledge in the learning process but also to teach the ability to learn. To promote self-regulated learning in conditions of uncertainty, pedagogues can provide clear and consistent expectations and feedback on students' progress, encourage students to set their own learning goals and to reflect on their progress towards achieving them, teach students strategies for managing their emotions, provide opportunities for peer feedback, help students to identify their strengths and weaknesses and to develop strategies for addressing areas where they need to improve. By promoting self-regulated learning in these ways, teachers can help students to cope with uncertainty, and to become more effective and confident learners. The perspective of further research is in the analysis and development of a comprehensive study of approaches, principles, methods, techniques, means, and models of the formation of self-regulated learning skills in conditions of uncertainty.

Simulación clínica mediada por tecnología: un escenario didáctico a partir de recursos para la formación de los profesionales en rehabilitación

IntroductionProfessional training schools in the rehabilitation area face a change in their teaching paradigm. This study seeks to identify clinical simulation as a didactic scenario based on resources for training rehabilitation professionals. Material and methodsA systematic review of the literature was carried out under the methodological recommendations of Cochrane and PRISMA for publication. Experimental, quasi-experimental, pilot study, randomized controlled trial, and post-observational studies were included. The information search was carried out in the Scopus and Pubmed databases, with a quartile between Q1 and Q4, in an observation window between 2018 and 2022, without age, gender and language restrictions. ResultsOf the studies analysed, 16 met the established eligibility criteria. It was possible to recognize that the training in clinical simulation was generally oriented to the clinical practices of undergraduate students for the area of physiotherapy with 62.5%. The type of simulation most used was the standardized patient (31.25%). The evaluation instruments in the studies were varied depending on the objective of the investigation and type of simulation. ConclusionResearch suggests that simulation contributes to the training and evaluation of rehabilitation professionals, with benefits such as better student perception and satisfaction, improvement in professionalism, organization, efficiency, clinical competence, teamwork, problem solving, feedback, and self-confidence in learning.