Self-perception Of Confidence Research Articles

A simulation educational intervention to enhance preclinical family nurse practitioner student preparation.

Simulation has been shown to improve communication and psychometric skills in advanced practice nursing students. Little is known about the impact of a simulation educational intervention with a faculty-facilitated debriefing on the preparation of novice nurse practitioner students for their first clinical practicum. This article describes the development of an educational intervention to accomplish this. The simulation education intervention was implemented with preclinical nurse practitioner students designed to improve their preparation for their first precepted clinical experience. Students were surveyed preintervention and postintervention to explore their self-perception of confidence and preparation for clinicals looking at six domains: health history, physical examination, diagnostics, differentials, final diagnosis, and plan of care. Quantitative results were statistically significant for each domain. Qualitative findings gave deeper insight into the students' perceptions of how the intervention prepared them for clinicals. Advanced practice educators can use educational interventions such as this to prepare students for their first clinical practicums.

Evaluation of a charge nurse leadership development program.

Evaluation of a charge nurse leadership development program.

'REDI TO CHAT?' Evaluating the effect of two structured tools on the confidence of nursing and care staff working in residential aged care facilities in Australia: A pre-post survey design.

The objective of the study was to evaluate the effect of two self-designed structured clinical tools on overall self-perceptions of confidence in the assessment, management and communication of acutely unwell residents in nursing and care staff of residential aged care facilities (RACFs). Quasi-experimental pre-post design using surveys in 22 RACFs in Metropolitan Sydney, Australia. A convenience sample of 254 nursing and care staff were recruited. Two structured tools were developed to enhance confidence: (1) RACF Emergency Decision Index (REDI) and (2) Clinical Handover Assessment Tool (CHAT). The REDI is a clinical decision guide for treatment implementation and escalation, and the CHAT is a structured communication aid. Surveys were administered to participating nursing and care staff working within the RACFs prior to the implementation of the two structured tools (T0) and 6 months later (T1). There was a significant increase in reported overall confidence in assessing and managing acutely unwell residents 6 months after the implementation of the REDI and CHAT (p= 0.003 and p= 0.006, respectively). Baseline Confidence in Assessment Scale and Confidence in Management Scale scores differed significantly 6 months following the implementation of the REDI and CHAT tools (p< 0.001). There was improvement across all surveyed communication domains. Preliminary data suggested that the two structured tools are effective in increasing confidence in the assessment, management and communication of acutely unwell residents for nursing and care staff working in RACFs.

Comparison of the Effects of an Exergame-Based Program with Conventional Physiotherapy Protocol Based on Core Areas of the European Guideline on Postural Control, Functional Mobility, and Quality of Life in Patients with Parkinson's Disease: Randomized Clinical Trial.

Introduction: Impairment of postural control and functional mobility are debilitating symptoms of Parkinson's disease (PD). In addition to limiting performance in activities of daily living, it is associated with a higher prevalence of falls in this population. Particularly, dysfunction in postural control does not respond to dopaminergic replacement therapy, but physiotherapy can improve this outcome in patients with PD. Objective: The aim of this study was to analyze the effects of training based on Kinect Adventures games compared with a conventional physiotherapy protocol based on the core areas of the European physiotherapy guideline in patients with PD on postural control, functional mobility, self-perception of confidence in the balance, quality of life (QoL), lower limb muscle strength, transfer skill and motor function, as well as to observe adherence and safety interventions. Methods: Thirty-eight patients diagnosed with idiopathic PD were randomized into two groups, and performed 14 training sessions, twice a week for 60 minutes. The primary outcome assessed postural control using the Mini-Balance Evaluation Systems Test (Mini-BESTest). The following were evaluated as secondary outcomes: limit of stability; balance functional reserve and center of pressure area by computerized posturography; functional mobility by the Timed Up and Go test; self-confidence in balance through the Activities-specific Balance Confidence scale; QoL through the Parkinson's Disease Questionnaire; lower limb muscle strength by the Five Times Sit-To-Stand test; and motor function by the Unified Parkinson's Disease Rating Scale. Results: Patients completed training sessions with high rates of safety and adherence. After training, there was a significant improvement in postural control, motor function, and QoL. Conclusion: Both interventions proved to be safe, applicable, and effective to improve postural control, QoL, and motor function in patients with PD. However, there was no difference between the effects of Kinect Adventures games and conventional physiotherapeutic protocol in patients with PD. Brazilian Registry of Clinical Trials (RBR-27kqv5).

Preparing Adult Gerontology Acute Care Nurse Practitioner Students for Role Transition Through Hospital Immersion

The study explored adult gerontology acute care nurse practitioner (AGACNP) student’s self-perception of confidence and competence in essential domains of nurse practitioner (NP) skills. A preclinical hospital immersion experience was developed to improve transition to the ACACNP role. AGACNP students participated in once-weekly sessions for 3 consecutive weeks, with 14 students completing the experience over a 3-year period. Data showed a 28.7% improvement in student’s self-perception of confidence and competence, with statistically significant improvement in clinical decision-making skills and NP role. AGACNP students requested additional days and appreciated direct faculty feedback, while faculty efficiently supported AGACNP role transition.

I mpact of Decoding Medication Tradenames on Students’ Performance in Didactic &amp; Experiential Rotation Courses

Background Learning medication tradenames is a memorization challenge for pharmacy & healthcare students. Foundational courses utilize generic names. Nevertheless, experiential training followed by real-life practice heavily utilize tradenames. Healthcare curricula are lacking in supporting such need. Decoding medication tradenames can help students to establish the connection between basic science concepts & corresponding clinical applications. For ex: Macrobid®; provides an elegant explanation of the (MACRO) size crystal form of (Macrodantin) designed for slower absorption & less excretion, hence, used twice daily (BID). Hypothesis Therefore, we hypothesized that decoding the hidden messages in tradenames (i.e: explanation of the methodologies &/or techniques used in formulating the top 200 medication tradenames in USA), can result in improved pharmacy students’ academic performance, self-perception of competency & quality of learning in both Introductory Pharmacy Practice Experience (IPPE) didactic & experiential rotation courses. Methods An educational intervention of decoding medication tradenames was implemented in the form of Quizlet gimmicks & summary tables before the final summative exam in a didactic IPPE course for first year Pharmacy Students. Aggregate & de-identified students’ scores were used for a blinded paired statistical analysis. A likert scale was used for evaluating the students’ self-perception of competency & quality of learning experience using anonymous voluntary surveys of participating students after both the IPPE didactic and experiential rotation courses. Results In Fall 2018, prior to implementing the educational intervention, paired t-test & Wilcoxon test for paired data analyses showed a statistically significant decrease in students’ performance in summative versus formative assessments (15.4% decrease, [95% CI: -12% to -18.6%], p-value <0.001). Whereas, in Fall 2019 there was a statistically significant increase in students’ performance in summative versus formative assessments (7% increase, [95% CI: 4.4% to 9.7%], p-value <0.001) after implementation of the education intervention. In parallel, at least 80% of students who responded to the survey questions reported that decoding medication tradenames helped them to retain the key features of the medications & connect it to their generic names during the IPPE didactic course. In addition, students also reported that it can help them to provide better medication recommendations, patient counseling sessions & make less medication errors after their experiential rotation course (n=72 / 94 students). Conclusions Supplementing pharmacy curricula with the art & science used in formulating the Top 200 medication tradenames can improve students’ academic performance & positive learning outcomes in didactic courses. Furthermore, decoding the hidden messages instrumented in medication tradenames can also help to improve future pharmacists’ self-perception of confidence in their knowledge base and the resulting quality of healthcare services they can provide during their experiential education.

Realistic simulation is associated with healthcare professionals' increased self-perception of confidence in providing acute stroke care: a before-after controlled study.

Simulations are becoming widely used in medical education, but there is little evidence of their effectiveness on neurocritical care. Because acute stroke is a neurological emergency demanding prompt attention, it is a promising candidate for simulation training. To assess the impact of a stroke realistic simulation course on clinicians' self-perception of confidence in the management of acute stroke. We conducted a controlled, before-after study. For our intervention, 17 healthcare professionals participated in a stroke realistic simulation course. As controls, participants were chosen from a convenience sample of attendees to the courses Emergency Neurologic Life Support (ENLS) (18 participants) and Neurosonology (20 participants). All participants responded pre- and post-test questionnaires evaluating their self-perception of confidence in acute stroke care, ranging from 10 to 50 points. We evaluated the variation between pre- and post-test results to assess the change on trainees' self-perception of confidence in the management of acute stroke. Multivariate analysis was performed to control for potential confounders. Forty-six (83.63%) subjects completed both questionnaires. The post-test scores were higher than those from the pretests in the stroke realistic simulation course group [pretest median (interquartile range - IQR): 41.5 (36.7-46.5) and post-test median (IQR): 47 (44.7-48); p=0.033], but not in the neurosonology [pretest median (IQR): 46 (44-47) and post-test median (IQR): 46 (44-47); p=0.739] or the ENLS [pretest median (IQR): 46.5 (39-48.2), post-test median (IQR): 47 (40.2-49); p=0.317] groups. Results were maintained after adjustment for covariates. This stroke realistic simulation course was associated with an improvement on trainees' self-perception of confidence in providing acute stroke care.

Perceptions of New Graduate Chiropractors in Their Management of Paediatric Patients in the eThekwini Municipality

The aim of the study was to assess the perceptions of new graduate chiropractors in their management of paediatric patients in the eThekwini Municipality. A qualitative, explorative, descriptive research design was utilised for this study. A purposive sample of 10 new graduate chiropractors in the eThekwini Municipality were interviewed. Data was collected utilising semi-structured interviews. The collected data was then stored electronically and transcribed. The transcripts were then coded and analysed by the researcher to identify categories and subcategories. The coded data was thereafter interpreted, using the themes and sub-themes identified. Four main themes were identified in the study, namely self-perception of confidence, knowledge and skill in paediatric patient management; exposure and training received in the chiropractic course; challenges encountered in paediatric patient management; and further enhancement of paediatric patient management. New graduate chiropractors expressed a lack of confidence and competence with regards to their management of the paediatric population, which was found to correlate with their lack of exposure to paediatric patients during the chiropractic paediatric curriculum in the course. Participants stated that their lack of exposure to this patient group negatively impacted on their diagnostic ability, orthopaedic assessment and treatment of paediatric patients. Participants identified areas of improvement in the chiropractic paediatric curriculum. Methods to enhance paediatric assessment and management were then discussed further. The findings of this study indicate that lack of exposure to paediatric patients prior to private practice was a key factor that negatively impacted on a new graduate&amp;rsquo;s confidence to assess, treat and manage paediatrics.

The impact of a special school placement on self-perceptions of confidence and competence among prospective PE teachers

School-based placements are often used as a way of preparing prospective teachers for the demands of their future role. However, little is known about the impact of such situated learning experiences on prospective physical education (PE) teachers’ confidence and competence. To the best of our knowledge, this article is the first of its kind to explore prospective teachers’ views of, and experiences within, special schools in order to identify the experiential mechanisms that shape self-perceptions of competence and confidence when teaching pupils with special educational needs and disabilities in PE. Thirty-two final year undergraduate students participated in focus group interviews and were selected on the basis that they: (1) were studying a Special Educational Needs and Disability in PE undergraduate module; (2) aspired to be a PE teacher; and (3) had attended six half-days of placement in a special school. All focus group transcripts were subjected to open, axial and selective coding in order to identify themes and sub-themes. The themes that were constructed from the analysis were: impact of placement role on confidence and competence; impact of knowing pupils’ needs and capabilities; conceptualising confidence and perceptions of its development; and conceptualising competence and perceptions of its development. We use these themes to discuss the usefulness of special school-based placements for preparing aspiring teachers for their role as inclusive educators.

Bench to Bedside Transition: Self-perception of Confidence and Competence among MBBS Graduates

Bench to Bedside Transition: Self-perception of Confidence and Competence among MBBS Graduates

Postural control and fear of falling in persons with low-level paraplegia

Falls are prevalent reasons for spinal cord injury (SCI). Postinjury fear of falling (FOF) can affect rehabilitation potential. We quantified FOF in 15 men with paraplegia (ambulatory with bilateral knee-ankle-foot orthoses [KAFOs] and elbow crutches) in correlation with their postural control at the center for long-term SCI rehabilitation of a tertiary-care teaching hospital. Our outcome measures comprised the American Spinal Injury Association Impairment Scale, the Modified Falls Efficacy Scale (MFES), postural sway measurements in the anteroposterior and mediolateral directions; and walking speed, cadence, and endurance. We assessed FOF with the MFES followed by measuring postural sway with a force platform. We measured gait parameters by asking the participant to ambulate on an indoor pathway. The mean postural sway was 314.13 +/- 184.05 mm (mean +/- standard deviation) in the anteroposterior direction and 222.16 +/- 112.34 mm in the mediolateral direction. The MFES score was 41.29 +/- 12.77, which showed a statistically significant negative correlation with postural control. The self-perception of confidence as measured by MFES might not really represent the actual postural stability in individuals with low-level paraplegia. FOF can adversely affect the postural control of individuals with low-level paraplegia. Clinicians should consider FOF as an influential factor in postural control during rehabilitation.

GTIDHNIHS: I knew‐it‐all‐along

AbstractIndividuals who do insight problems are highly susceptible to hindsight bias. Two sets of studies assessed the impact of hindsight consequences on participants' judgements about anagram difficulty and specific factors for performance. In the first set, hindsight participants underestimated anagram difficulty relative to participants with task experience (worksight). Also, supportive evidence revealed that hindsight consequences were related to self‐perceptions of confidence, ability, performance satisfaction, and subsequent performance expectations. In the second, two different hindsight techniques differentially impacted the participant's assessment of anagram difficulty. When comparing hindsight participants with and without worksight experience, the latter judged the anagrams to be easier. It is appropriate to examine further the cognitive and motivational consequences of hindsight bias in achievement situations. Copyright © 2001 John Wiley &amp; Sons, Ltd.

Smoking Cessation Counseling by Residents in an Outpatient Clinic

Background.Training residents in smoking cessation counseling could be part of tobacco control policy. The effect of such an intervention is unknown in Europe. This study provides an assessment of smoking cessation counseling practices by Swiss residents after an intervention based on behavioral modification.Method.In a pre–post blind test trial on smoking cessation counseling practices, residents' perceptions about their own ability to counsel smoking behavior among smoking patients were evaluated for 15 residents trained in general internal medicine and in 247 and 155 smoking patients' reports, respectively before and after a training intervention targeting residents, based on behavioral theory of smoking cessation.Results.Changes in counseling were assessed by interviews with patients. After the intervention, residents asked about smoking habits (77 vs 68%), advised to quit (43 vs 28%), provided counseling for cessation (25 vs 10%), gave self-help materials (7 vs 1%), and arranged follow-up visits (5 vs 1%) more often than before. Residents' self-perception of confidence (5.4 vs 4.6/10) and effectiveness (5.3 vs 4.0/10) in counseling also increased after the intervention. After adjusting for daily cigarette consumption and smoking duration, the likelihood of attempting to quit smoking at either 6 or 12 months was increased in the group of patients attended after the intervention (odds ratio 1.52, 95% confidence intervals 1.07–2.48). However, the likelihood of quitting smoking was not increased among these patients (odds ratio 1.07, 95% CI 0.96–1.14).Conclusions.Short-term smoking cessation counseling by residents was substantially improved by the intervention. Smokers attended after the intervention were more likely to attempt to quit smoking, but not to have quit at 6- or 12-month follow-up.

Microteaching: A model for employee counseling education

An instructional model for the implementation and use of videotape simulation to improve dietetic students' skills in employee counseling was explored in the coordinated undergraduate program at the University of Tennessee, Knoxville. A five-day intensive workshop was conducted for senior students in the program, utilizing the microteaching technique. Students and actors simulated an employee counseling session on videotape; then, a small group and a clinical instructor evaluated the session. Suggestions from these evaluations were used in a repeat of the situation on videotape. A team of experts randomly viewed all the situations, judging a significant improvement in composite scores for the workshop participants. The students indicated on a Self-Perception of Confidence (SPOC) scale that they felt a higher degree of comfort in handling potential employee counseling after completing the workshop. They were pleased with the workshop and suggested expansion of the technique to other phases of their dietetic education.