Self-Efficacy Scale Research Articles

Health literacy in parents of children with Hirschsprung disease: a novel study

PurposeTo explore health literacy (HL) among parents of children with Hirschsprung disease (HD).MethodsNorwegian-speaking parents of children under 16 who underwent HD surgery at a tertiary center were surveyed using the Health Literacy Questionnaire-Parent, electronic Health Literacy Scale, General Self-efficacy Scale, and a study-specific questionnaire. Demographics were collected and ethical approval was obtained.ResultsAmong 132 parents (77 mothers) of 91 children (median age 8 years), high HL scores appeared in the domains “understanding health information” and “active engagement”, with lower scores in “provider support”, “health information appraisal”, and “social support”. Higher HL correlated with parents aged over 40 and higher education. Lower scores were seen with non-exclusive Norwegian use at home and not living with the child’s other parent. High electronic HL scores were common (mean 3.6, maximum score 5). 69% had high self-efficacy scores (score > 2, maximum score 4). Self-efficacy correlated strongly with higher HL scores.ConclusionParents of children with HD feel healthcare providers lack understanding of their child’s challenges, experience limited social support and struggle with interpreting health information. We suggest targeted HL interventions for young, lower-educated, non-cohabitating parents and those not primarily speaking the official language at home.Graphical abstract

Application of comprehensive nursing combined with ISBAR handover approach in the nursing of patients with placental abruption.

The research for this paper was conducted to unveil the effect of comprehensive nursing combined with the Identification-Situation-Background-Assessment-Recommendation (ISBAR) handover approach in the nursing of patients with placental abruption. The 40 cases of placental abruption patients admitted to the Women's Hospital School of Medicine Zhejiang University from May 2021 to May 2022 were subjected to conventional basic nursing combined with traditional handover tool intervention, which was recorded as the control group; the 40 cases of placental abruption patients admitted to the Women's Hospital School of Medicine Zhejiang University from June 2022 to June 2023 were subjected to comprehensive nursing combined with ISBAR handover tool intervention, which was recorded as the observation group. Maternal and infant outcomes, the quality of nurse handover, and the psychological burden [State Anxiety Inventory (S-AI), Trait Anxiety Inventory (T-AI), Distress Thermometer (DT), and General Self-Efficacy Scale (GSES)] were observed in the two groups, and the satisfaction with nursing was also assessed by using a self-administered satisfaction scale in the two groups. The rate of normal delivery of patients in the observation group was higher and the rate of cesarean section and the total incidence of complications were lower than that of the control group. The 1- and 5-min Apgar scores of the newborns in the observation group were higher and the total complication rate was lower than that in the control group. Nurses in the observation group had higher scores for nurses' shift handover quality. S-AI, T-AI, and DT scores were lower in both groups after the intervention and were lowest in the observation group; GSES scores were higher and were highest in the observation group. Satisfaction with nursing was higher in the observation group than in the control group. Comprehensive nursing combined with the ISBAR handover approach applied to the clinical care of patients with placenta abruption can effectively improve the outcomes of mothers and infants, enhance the quality of nurses' shift handovers, reduce the psychological burden of patients and increase nursing satisfaction.

Estudio del Desarrollo Vocacional, Autoeficacia y Expectativas de Resultado en Estudiantes de Educación con y sin Discapacidad

Introduction. Drawing on Social Cognitive Career Theory (SCCT), this study examines the academic development process of university students. According to the model, self-efficacy and outcome expectations are key constructs in SCCT, shaped by personal factors and predispositions, such as disability, gender, and race. Method. The sample comprised 299 students enrolled in the Bachelor's Degree programs in Primary Education and Early Childhood Education at the University of Granada. The measurement instruments utilized in the study included the University Biodata Questionnaire (Rocabert et al., 2007), the Generalized Self-Efficacy Scale (Baessler & Schwarzer, 1996), and the Academic Outcome Expectations Scale (Zalazar-Jaine & Cupani, 2018). Results. The study variables demonstrated a direct relationship among them. Validation tests were conducted due to the adaptation of one of the instruments, highlighting its suitability for the study. No differences were observed in vocational development levels, self-efficacy, or outcome expectations between students with and without disabilities. Differences were found concerning the sex variable in terms of self-efficacy and outcome expectations, but not in relation to effective vocational development. Discussion or Conclusión. While the overall scores of the combined sample did not show significant differences in comparison, factors such as vocational interest periods, perceived barriers to study completion, satisfaction with the chosen career, and extrinsic or intrinsic academic outcome expectations exhibited notable variations between the two groups. The exploratory nature of the study is emphasized, along with the potential biases within the sample regarding disability and gender.

The Moderating Effect of Cultural Orientation on the Relationship Between Growth Mindset and Learning Self-Efficacy: A Dimension-Specific Pattern

Building on the theoretical perspectives of mindset theory and cultural orientation framework, this study explores the moderating role of cultural orientation in the relationship between individuals’ growth mindset and learning self-efficacy, addressing the contextual dependency of mindset theory. A total of 307 Chinese undergraduates (61% female; age range = 18–22 years) from a university in Hong Kong were recruited for this cross-sectional study. Cultural orientation, growth mindset, and learning self-efficacy were assessed via the Chinese version of the Cultural Values Scale (CVScale), Growth Mindset Inventory (GMI), and Learning Self-Efficacy Scale (LSES), respectively. Linear multiple regression analysis was conducted to examine the hypothesized moderation effects. The results revealed an interesting dimension-specific pattern among the five dimensions of cultural orientation. While one dimension (i.e., long-term orientation) had a positive moderating effect on the relationship between growth mindset and learning self-efficacy, two dimensions (i.e., power distance and uncertainty avoidance) had negative moderating effects on that relationship. The two remaining cultural dimensions (i.e., individualism/collectivism and motivation towards achievement and success) did not exhibit any significant moderating effects. These findings underscore the interplay between a growth mindset, cultural orientation, and learning self-efficacy, emphasizing the influence of cultural factors on the outcomes of mindset interventions. This study highlights the need for culturally tailored educational practices and interventions to maximize the effectiveness of growth mindset theories in diverse contexts.

The Correlation between Self-Efficacy Levels and Pedagogical Content Knowledge among Madrasah Ibtidaiyah Teachers

This study examines the relationship between self-efficacy in geometry and Pedagogical Content Knowledge (PCK) among Madrasah Ibtidaiyah teachers in Banyumas Regency. Self-efficacy was assessed in 79 sampled teachers using a multidimensional teaching self-efficacy scale focused on effectiveness and classroom management, while PCK was evaluated through tasks involving the perimeter and area of two-dimensional shapes. The findings reveal a weak correlation between self-efficacy and PCK, indicating limited interdependence. This highlights the need to address gaps in both areas. Within an Islamic context, the study emphasizes the relevance of tazkiyah (self-purification) and ilm (knowledge acquisition) as principles of teacher development. It recommends targeted training aligned with Islamic values to simultaneously enhance self-efficacy and PCK. Such an integrated approach aims to improve teaching skills, foster holistic growth, and create a nurturing learning environment that benefits both teachers and students.

Self-Efficacy in Disaster Preparedness: Insights from Nurses in Emergency and Intensive Care Units

Self-efficacy is a critical factor influencing nurses' performance in disaster scenarios, particularly in high-pressure environments like Emergency Departments (ED) and Intensive Care Units (ICU). This study aimed to evaluate the self-efficacy of nurses in disaster preparedness and identify its key predictors, including demographic characteristics, training experience, and professional factors. A cross-sectional survey was conducted among 185 nurses working in the ED and ICU of three hospitals in Yogyakarta, Indonesia. Data were collected from January to February 2024 using a structured questionnaire that included the Disaster Response Self-Efficacy Scale (DRSES). Descriptive statistics summarized demographic data and self-efficacy scores. Inferential analyses, including t-tests, ANOVA, and multiple regression, were performed to explore relationships between self-efficacy and potential predictors, with statistical significance set at p < 0.05. Disaster training experience emerged as the strongest predictor of self-efficacy (β = 0.65, p < 0.001), with nurses who underwent regular training demonstrating significantly higher confidence. Years of experience (β = 0.48, p = 0.01) and age (β = 0.25, p = 0.04) were also positively associated with self-efficacy. However, gender, education level, and marital status showed weak and non-significant correlations (r = 0.12–0.18, p > 0.05). Correlation analysis reinforced the importance of disaster training (r = 0.65, p < 0.001) and professional experience (r = 0.48, p = 0.01) in shaping self-efficacy. The findings underscore the importance of regular disaster training and leveraging professional experience to enhance self-efficacy among ED and ICU nurses. Policymakers and hospital administrators should prioritize targeted training programs to build a resilient nursing workforce capable of responding effectively to disasters

ДОСЛІДЖЕННЯ ВПЛИВУ СОЦІАЛЬНИХ МЕРЕЖ НА ХАРЧОВУ ПОВЕДІНКУ КОРИСТУВАЧІВ СОЦІАЛЬНИХ МЕРЕЖ

Purpose. To study the impact of social media on users' eating behavior, followed by an analysis of the factors that mediate this impact. Methods. An empirical study was conducted using comparative and correlation analysis. The sample consisted of 50 respondents using a preliminary questionnaire, the Dutch Eating Behavior Questionnaire (DEBQ), the Intuitive Eating Scale - 2 (IES-2 by T. Tylka) in the adaptation of Yashchyshina Yu, Fateeva M., Comfortable way of media communication by I. Pidhirna, Self-efficacy scale and Cyber addiction "Cyber Addiction Test Questionnaire" (TQ) by Y. Aseyeva, K. Aymedov. Results. It has been shown that groups of respondents may have the same indicators of social media use and their average values of eating behavior questionnaires are often different and may indicate a tendency or absence of eating disorders. Groups of respondents who want to change their body shape and pay attention to other people's photos on social networks are more likely to limit themselves and to be prone to emotional eating disorders. Conclusion. The study found that the scores of the eating disorders and intuitive eating scales may indicate an abnormal value or indicate a negative impact on the personality in different groups of subjects (men, desire to lose weight, attention to photos, etc.). However, it is difficult to argue that it is the time spent on social media that has a negative impact on a person and their eating behavior. Accordingly, it is important not only to measure the amount of time spent, but also to analyze how social media is used by the users themselves. Comparing users who follow weight loss groups and fitness content with the general group of social media users provides clearer data on the actual impact of social media on the individual.

Family functions to increase breastfeeding self efficacy of adolescent primigravida

Primigravida in adolescence will experience changes in situations that require the ability to adapt to pregnancy, thereby affecting their confidence in breastfeeding their babies. The function of the family is to help prepare the pregnant mother's needs to face the changes of pregnancy, prepare for childbirth and overcome difficulties in breastfeeding. This research aims to determine the function of the family in increasing breastfeeding self-efficacy of adolescent primigravida. Correlational research design, population and sample of 124 teenage primigravida respondents using total sampling technique. The independent variable family function was measured using the family assessment device (FAD) questionnaire and the dependent variable breastfeeding self-efficacy using the breastfeeding self-efficacy scale short form (BSES-SF) questionnaire which was analyzed using the Rho Spearman rank test. The research results showed that almost all respondents (90.3%) had healthy family functions and almost all respondents (83.9%) had high self-confidence. The statistical test results showed a significant p-value of 0.000 (α<0.05) with r=0.746. The function of the family in providing a sense of security and comfort creates a positive attitude among adolescent primigravida towards breastfeeding self-efficacy. Breastfeeding self-efficacy needs to increase breastfeeding success and prevent stunting.

Effect Of Online Sessions On Pregnant Mother’s Breastfeeding Self-Efficacy Knowledge And Practice

Background: Breastfeeding self-efficacy is an important motivating factor that influences breastfeeding success. Aim: To evaluate effect of online educational sessions on pregnant mothers ‘breastfeeding self-efficacy during pandemics. Study design: A quasi- experimental design was conducted. Study Setting: The study was conducted in antenatal clinic at new general hospital. Study subjects: A purposive sample of 212 pregnant mothers who were chosen according to eligible criteria. Tools: A structured interviewing schedule, it consists of Socio- demographic & Obstetrical data of the studied Pregnant mother, and studied pregnant mother’s knowledge toward breastfeeding self-efficacy questionnaire, and breastfeeding self-efficacy scale–form. Results: The present study results shows that there was a highly statistically significant differences in intervention group for total knowledge score of self-efficacy as it raised from 12.37± 5.16 to 19.41±2.20 with p<0.0001, also, there was a highly statistically significant differences in intervention group for total breastfeeding self-efficacy pre and post the intervention as p=(<0.0001), also, there was a strong positive correlation between total knowledge score of selfefficacy, socio- demographic & obstetrical data of the studied pregnant mother as increasing total knowledge score usually associated with improve breastfeeding self-efficacy practice score post intervention. Conclusion: Online sessions had significant positive effects on self- efficacy knowledge, also practice of the intervention group regarding breastfeeding. Recommendation: Implementing online sessions to improve pregnant women’s selfefficacy regarding breastfeeding in different setting

The Effect of Stoma Care Teaching Based on the ARCS Motivation Model on Nursing Students' Learning Motivation, Self-Efficacy and Knowledge Levels

AimThis study aims to examine the effect of stoma care education based on the ARCS (Attention-Relationship-Confidence-Satisfaction) motivation model on nursing students' learning motivation, self-efficacy and knowledge levels. BackgroundNursing education is pivotal in ensuring that students gain the necessary knowledge and skills to provide quality care. Motivation and academic self-efficacy are key factors in student success. DesignThe study employed a randomized controlled pre-test-post-test experimental design. MethodsThis study, conducted between May and July 2024 at Atatürk University Faculty of Nursing, included 46 students attending the Fundamentals of Nursing course. Participants were divided into experimental and control groups, both receiving traditional stoma care training. The experimental group additionally received training based on the ARCS motivation model, designed to enhance attention, relevance, confidence and satisfaction. Data were collected using the "Introductory Information Form," "Motivation Scale for Instructional Material," the "Academic Self-Efficacy Scale," "Stoma Care Practice Knowledge Level Assessment Form." Pre-tests and post-tests covered motivation, knowledge and academic self-efficacy. ResultsStudents in the experimental group showed significant increases in post-test scores for "Attention," "Relevance," "Confidence," "Satisfaction," "Academic Self-Efficacy," and "Knowledge Test"(p<0.05). In the inter-group comparison, the post-test scores of the experimental group were significantly higher than those of the control group across all these dimensions (p<0.05). The most notable difference was observed in the "Knowledge Test" results (ES=4.786, p=0.001), where the experimental group outperformed the control group. ConclusionsAs a result, it was concluded that stoma care teaching based on the ARCS motivation model increased nursing students' nursing students' learning motivation, self-efficacy and knowledge levels.

The Psychometric Properties of the Chinese Version of the Pain Relief Motivation Scale in Patients with Neurogenic Chronic Pain

BackgroundThe Pain Relief Motivation Scale (PRMS) was administered to chronic pain sufferers and predicts their psychological well-being. However, the Chinese version of the PRMS has not undergone psychometric validation. ObjectivesThe PRMS will be psychometrically validated in patients with neuropathic pain-induced chronic pain from mainland China. MethodsThis cross-sectional study involved 340 patients with neuropathic chronic pain from China. The measurability of the Chinese version of the PRMS was determined by the critical ratio between items, and reliability was confirmed by Cronbach's alpha coefficient. The study also examined the validity of the construction and criterion validity of the Chinese PRMS. ResultsThe Chinese version of the PRMS had critical ratio (CR) values ranging from 4.044 to 15.977 (P < 0.05). The Cronbach's alpha coefficient for the scale was 0.821, and the Cronbach's alpha coefficients for the subscales ranged from 0.663 to 0.961. Exploratory Factor Analysis (EFA) showed that five variables accounted for 77.73% of the total variance. The results of the Confirmatory Factor Analysis (CFA) supported the framework for the assessment of the 21-item PRMS. The Chinese version of the PRMS was positively correlated with the General Self-Efficacy Scale in the correlation validity analyses (r = 0.458, P < 0.001). ConclusionThe Chinese version of the PRMS has powerful validity and reliability and can be used to assess the level of the motivation for pain alleviation in people with pain, serving as a reference for the development of intervention programs for healthcare providers.

Effects of education given in the menopausal period on the day-to-day impact of vaginal aging, self-efficacy in sexual abstinence and sexual distress: A randomized clinical trial

ABSTRACT Despite physiological differences, women have to struggle with many problems related to menopause. It is the responsibility of nurses to provide women with the information and guidance they need during this period. Study was carried out to investigate the effects of education given in the menopausal period on the day-to-day impact of vaginal aging, self-efficacy in sexual abstinence, and sexual distress. This randomized controlled study was conducted at a center operated by a local municipality that provides services only to women, between 01.09.2023–10.12.2023 with 62 women (experimental:31, control:31). The data were collected using a “Personal Information Form,” the “Day-to-Day Impact of Vaginal Aging Questionnaire-DIVA,” the “Self-Efficacy Scale for Sexual Abstinence-SESSA,” and the “Female Sexual Distress Scale-FSDS.” ANOVA, independent-samples t-tests, paired-samples t-tests, and regression analyses were used to analyze the data. After the pretest, the experimental group were given education by the researcher in weekly sessions lasting 50/min. each for 5 weeks. In the posttest, the forms were administered 45 days after the last education session. There were significant differences between the experimental group in terms of their mean posttest DIVA (11.10 ± 2.65; 8.94 ± 1.65), FSDS (39.11 ± 9.07; 31.48 ± 10.27) and SESSA (17.85 ± 5.36; 21.25 ± 10.49 total scores (p < .001), while there was no significant difference between the pre-posttest of the control group (p < .05). Additionally, age was found to be a significant predictor of DIVA, whereas education level and marital satisfaction status were significant predictors of their SESSA. Education provided to women reduced the day-to-day impact of vaginal aging and sexual distress levels of the women and increased their self-efficacy in sexual abstinence.

The Effect of Telerehabilitation-Based Self-Management Programme on Individuals With Scleroderma.

Our study endeavoured to develop an online self-management programme facilitated by an interdisciplinary team and to assess its impact on the quality of life, sleep patterns, pain perception, and fatigue levels among individuals diagnosed with scleroderma. Twenty-nine individuals with scleroderma completed the programme. The study spanned 8weeks during which participants received weekly 45-min video sessions. Assessment tools included the Scleroderma Health Assessment Questionnaire (SHAQ) for disease severity and pain intensity, the Self-Efficacy Scale for Chronic Disease Patients for self-management evaluation, the Pittsburgh Sleep Quality Index (PSQI) for assessing sleep quality, the Fatigue Severity Scale for measuring fatigue severity, and the Short Form-12 Quality of Life Scale (SF-12) for evaluating quality of life. Self-management score increased significantly, while fatigue score decreased significantly. Feedback from participants indicated a positive perception of the programme and its content, suggesting its usefulness in managing their condition. Feedback from participants indicated a positive perception of the programme and its content, suggesting its usefulness in managing their condition. The self-management programme, developed collaboratively by an interdisciplinary team and implemented via telerehabilitation, yielded beneficial outcomes concerning self-management skills and fatigue severity among individuals with scleroderma. Strengthening the interdisciplinary composition of the study team by incorporating diverse healthcare professionals may enhance future investigations. Additionally, we advocate for the repetition of the study employing randomised methodologies and implementing long-term follow-up assessments to further elucidate the programme's efficacy and sustainability over time.

Understanding Gender Dynamics in Teacher Educators' Computer Self-Efficacy

This study examines computer self-efficacy among teacher educators, defined as the confidence in one's ability to effectively utilize computer technology for educational purposes. The main aim is to investigate gender differences in self-efficacy across three competency levels: basic, intermediate, and advanced. Utilizing a quantitative research approach, a self-constructed questionnaire containing 35 items was distributed to a purposive sample of 100 teacher educators, which included 61 female and 39 male participants. T-tests were employed to analyze the differences in self-efficacy scores between genders. The findings indicate no significant difference in self-efficacy at the basic competency level (t = 0.8391). In contrast, female educators displayed significantly higher self-efficacy scores in intermediate (t = 4.1417) and advanced competencies (t = 4.2159). Furthermore, female educators achieved an average score of 142.62 on the overall computer self-efficacy scale, notably exceeding the average score of 117.28 for male educators (t = 5.0717). Thus, the study reveals important gender dynamics in computer self-efficacy among teacher educators. It indicates that female educators tend to have greater confidence in their computer skills as they advance in competency levels. This highlights the need to address gender disparities in professional development initiatives and suggests that further research should explore the underlying factors that influence self-efficacy in technology use among educators.

GENERAL AND LANGUAGE LEARNING SELF-EFFICACY BELIEFS OF GERMAN AND ENGLISH FOREIGN LANGUAGE LEARNERS

The process of learning a foreign language is complex and various internal and external factors have an impact on students’ academic success in the foreign language classroom. In the context of foreign language learning self-efficacy is defined as a person's perception of competence, rather than the actual level of competence, since confidence plays a fundamental role in foreign language learning.A student with a high level of self-efficacy tends to put more work into their studying, has higher levels of confidence and optimism when setbacks are encountered, and is more capable of addressing challenges, leading to an overall enhancement of their participation in learning.The present study aims to highlight the relationship between foreign language learning (German and English) and self-efficacy among undergraduate students of nursing, physiotherapy, midwifery, radiologic technology, and sanitary engineering of the Faculty of Health Studies, University of Mostar and establish if there are any differences in the way German and English learners perceive their general and foreign language self-efficacy. The study includes 53 undergraduate students studying at one of five majors and the Faculty of Health Studies in Mostar. Two scales were used in the study, the final version of the German Learning Self-Efficacy Belief Scale and the General Self-Efficacy Scale. The results reveal that the participants do not differ significantly on the levels for general and foreign language learning self-efficacy.Students of the Faculty of Health Studies have moderate levels of general and foreign language learning self-efficacy. These findings indicate that students regardless of the foreign language they study need to foster their abilities and perceptions in foreign language learning. Keywords: self efficacy, foreign language learning, German, English

The effects of the intrapartum care model given in line with the recommendations of the World Health Organization (WHO) on the mother's maternal behavior towards her baby, breastfeeding self-efficacy, breastfeeding success, and hospital discharge readiness: a randomized controlled trial.

A woman's experiences of childbirth, which represents a significant transition in the journey towards motherhood, encompass a range of factors that can influence breastfeeding, parenting behaviors, and readiness for discharge. However, research exploring the intrapartum and postpartum care aspects of the WHO-developed intrapartum care model remains scarce, particularly with regard to breastfeeding, parenting behaviors, and the readiness of the mother in the early postpartum period. The objective of this study was to examine the impact of the intrapartum care model that adheres to the guidelines set forth by the World Health Organization (WHO) on several key outcomes, including the mother's maternal behavior towards her infant postpartum, breastfeeding self-efficacy, the success of breastfeeding, and the mother's readiness for hospital discharge. The study was a randomized controlled trial. The study was conducted with 128 primiparous pregnant women (intervention group n = 64, control group n = 64) admitted to the maternity unit of a training and research hospital in a province in the Central Anatolia region of Turkey. The pregnant women in the intervention group were provided with intrapartum care in accordance with the WHO recommendations following the achievement of cervical dilatation reaching 5cm. The control group was provided with only standard intrapartum and postpartum care. The data were collected using a personal information form, a postpartum parenting behavior scale, a breastfeeding self-efficacy scale, a breastfeeding charting system and documentation tool (LATCH), and a hospital discharge readiness scale. The mean scores for parenting behavior and breastfeeding self-efficacy of the women in the intervention group who received intrapartum care in accordance with the World Health Organization (WHO) recommendations were found to be significantly higher than those of the women in the control group (p < 0.001). Additionally, the mean LATCH score of the women in the intervention group (9.6 ± 0.8) was higher than that of the women in the control group (8.4 ± 1.6) and no breastfeeding problems were observed (p < 0.001). The women in the intervention group exhibited a higher level of readiness for hospital discharge (176.3 ± 10.7) compared to the women in the control group (149.6 ± 13.7). The mean score for the subscale "expected support" on the readiness for hospital discharge scale was found to be 9 ± 7.2 in the intervention group, which was considerably lower than the mean score of the control group (15.2 ± 8.4). It was determined that women in the intervention group who received the intrapartum care model required less support in the postpartum period compared to women in the control group (p < 0.001). The intrapartum care model provided in line with WHO recommendations increases mothers' parenting behavior, breastfeeding self-efficacy, and breastfeeding success, and supports them to be more ready for discharge from the hospital.

The Effects of a Smartphone App-Supported Nursing Care Program on the Disease Self-Management of Hypertensive Patients: A Randomized Controlled Study.

Hypertension is one of the most common chronic diseases worldwide. Therefore, it is essential to improve patients' adherence to treatment in order to control their blood pressure. The present study aims to examine the effect of a smartphone application-supported nursing care program provided by a nurse on medication adherence and achievement of normal systolic and diastolic blood pressure levels among patients diagnosed with primary hypertension and registered at the Family Health Center within the context of patients' self-management behaviors. A randomized controlled experimental study design. CONSORT flow chart was used in the study. The study sample consisted of 41 hypertensive patients in the intervention group and 41 hypertensive patients in the control group. The intervention group was supported with a smartphone application named "HiperDostum" based on the health belief model, whereas the control group continued to receive standard healthcare services provided by the Family Health Center, to which they were affiliated. Data were collected using the "Patient Information Form," "Blood Pressure Monitoring Form," and the "Medication Adherence Self-Efficacy Scale-Short Form." It was observed that the intervention group participants had higher medication adherence self-efficacy scale scores when compared to the control group participants. Comparing the blood pressure values by group, time, and group*time interaction, it was determined that there were statistically significant differences in systolic blood pressure values by time and group*time interaction. Considering the widespread use of smartphones and smartphone application-supported nursing care can be successfully used to enhance self-management and improve treatment adherence among hypertensive patients in primary healthcare institutions. Registration number: NCT0532140; NAME OF TRIAL REGISTRY: The Effect of Smart Phone Application Supported Nursing Care Program on the Self-Management of Hypertensive Patients.

The relationship between reflective ability and professional identity: the mediating effect of self-directed learning and self-efficacy for junior clinical nurses

BackgroundNursing is crucial for delivering healthcare services; however, nursing shortages pose a significant global challenge, which the high turnover rate of junior nurses is expected to exacerbate. Enhancing nurses’ professional identities is likely to be an effective strategy for reducing turnover rates.MethodsWe recruited 865 junior clinical nurses from three tertiary hospitals in Henan Province, China. The participants completed a demographic questionnaire along with the Reflective Ability Scale for Clinical Nurses, the Nursing Profession Self-efficacy Scale, the Nursing Staff Self-learning Ability Evaluation Scale, and the Professional Identity Scale for Nurses. The relationships between reflective ability, self-directed learning, self-efficacy, and professional identity were evaluated using SPSS26.0, with PROCESS version 3.5 used to construct a chain-mediation model.ResultsPositive correlations were found between reflective ability, self-directed learning, self-efficacy, and professional identity. Chain mediation model analysis showed that reflective ability, self-directed learning, and self-efficacy directly and positively affected professional identity (β = 0.22, β = 0.30, β = 0.66, all p < 0.001). Self-directed learning and self-efficacy exerted a significant chain mediating effect between reflective ability and professional identity (95% confidence interval [CI]: 0.06–0.13). The total effect of reflective ability on the professional identity of clinical nurses was 0.51 (p < 0.001, 95%CI: 0.42–0.59), the direct effect was 0.22 (p < 0 0.001, 95%CI: 0.14–0.29), and the indirect effect was 0.29 (p < 0.001, 95%CI: 0.22–0.37).ConclusionSelf-directed learning and self-efficacy partially mediated the relationship between reflective ability and professional identity. Multifaceted strategies targeted at enhancing reflective ability, self-directed learning, and self-efficacy are recommended to improve junior clinical nurses’ professional identities.

Application of Path Analysis for the Effect of Spiritual Health on Self-efficacy by Mediation of Resilience Among Medical Students

Background: Given the importance of spiritual health, resilience, and Self-efficacy in medical students for coping with the challenges of their long training path, this study was conducted to analyze these variables and their correlations among a group of medical students. Methods: This descriptive study was performed on 300 medical students. The subjects were randomly selected, their demographic information recorded, and they were asked to carefully complete the questionnaires. The Spiritual Well-Being Scale, the Connor-Davidson Resilience Scale, and Sherer’s Self-efficacy Scale were used to measure spiritual health, resilience, and Self-efficacy, respectively. Data were analyzed using SPSS version 26 and EQS 6.4. Results were reported as mean ± SD, and statistical significance was set at P-value ≤ 0.05. Results: In this study, the mean scores for spiritual health, resilience, and Self-efficacy were 73.02, 79.67, and 59.01, respectively. The results showed a positive and significant correlation between religious health and resilience (β = 0.34, P &lt; 0.001) and between existential health and resilience (β = 0.33, P &lt; 0.001). Additionally, a significant correlation was found between religious health and Self-efficacy, both directly and indirectly (β = 0.85, P &lt; 0.001), and between existential health and Self-efficacy indirectly (β = 0.29, P &lt; 0.001). Furthermore, resilience had a direct effect on Self-efficacy (β = 0.87, P &lt; 0.001). Conclusions: Spiritual health can predict resilience and Self-efficacy. Since individuals with high mental health demonstrate greater resilience, it can be concluded that providing supportive factors, such as religion and spirituality, to enhance mental health and spiritual intelligence can lead to improved resilience and Self-efficacy.

The Effectiveness of Cognitive-Behavioral Group Therapy on Depression and Self-Efficacy of Patients with Hypertension

Introduction: Hypertension is one of the most common chronic diseases, which if not properly managed, can lead to not only physical health issues but also reduced psychological well-being and efficiency. Therefore, the aim of the present study was to determine the effectiveness of cognitive-behavioral group therapy on depression and self-efficacy in patients with hypertension. Methods: The present study was a quasi-experimental intervention, conducted as a pre-test, post-test design with experimental and control groups, and with a 90-day follow-up. The study population consisted of all hypertension patients who referred to healthcare centers in Tehran in 2023, from which 38 subjects were selected through purposive sampling and randomly assigned to experimental and control groups. The data collection tools included a demographic form, the Beck’s Depression Inventory (BDI-II), and the General Self-Efficacy Scale (GSE-17). Data were analyzed using repeated measures ANOVA with a significance level of 0.05, using SPSS-21 software. Results: Cognitive-behavioral group therapy was effective in reducing depression (F=78/6, P&lt;0/001) and increasing self-efficacy (F=12/7, P&lt; 0/001) among patients with hypertension. Additionally, the effect size of cognitive-behavioral therapy was 70% for depression and 27% for self-efficacy, with the effects persisting up to three months post-treatment. Conclusion: The finding indicated that cognitive-behavioral therapy can lead to improvements in depression and an increase in psychological self-efficacy in patients with hypertension. Therefore, this cost-effective and affordable treatment method can be utilized alongside routine treatment (medication) to enhance the psychological well-being of these patients.