Significant Differences In Self-efficacy Research Articles

Exploring the Self-efficacy and Its Influencing Factors of University Nursing Students in Taiwan during the Clinical Practicum

Aim: This study aims to investigate the self-efficacy of nursing students during their clinical practicum and identify the factors influencing their self-efficacy. Methods: A cross-sectional research design was employed using convenience sampling and a questionnaire survey. The 264 nursing students consisted of 144 third-year and 120 fourth-year nursing students from a university in southern Taiwan. Data were collected using the "Self-Efficacy Scale" from Liang et al. [1] and analyzed using SPSS software. Descriptive statistics, independent samples t-tests, and ANOVA were utilized to examine the differences in self efficacy based on various demographic and experiential factors. Results: The study achieved a 100% response rate. The findings indicated that nursing students generally exhibited high levels of self efficacy, with a mean score of 44.19 out of 60. Significant differences in self-efficacy were observed based on enjoyment of clinical practice (t=5.45, p<.001), taking care of sick family members (t=2.02, p=.04), satisfaction with self-performance during practicum (F=6.81, p<.001), and intention to pursue clinical work after graduation (F=13.12, p<.001). Students who enjoyed their clinical practicum and those with higher satisfaction in their practicum performance demonstrated higher self-efficacy. Conclusion: The study highlights the importance of enhancing self efficacy in nursing students through supportive clinical environments, effective communication, and reflective practices. Improving self efficacy can increase students' clinical confidence and motivation to pursue a career in nursing. Future research should include larger and more diverse samples to generalize the findings across different educational contexts. Keywords: Nursing education, clinical practice, self-efficacy, nursing students, professional development

공적연금 수급과 자기효능감 및 삶의 만족도와의 상관관계 연구

Objective : Such research confirms the effect of public pension benefits on self-competence and life satisfaction of the elderly lt aims to enhance the importance of public pensions and provide implications for the government’s pension reform.
 Methods : After surveying the elderly aged 65 or older living in urban and rural areas, hypothesis testing was conducted through reliability analysis, descriptive statistics analysis,.group difference analysis, correlation analysis, and frequency analysis according to demographic characteristics. Results : There were significant differences in self-efficacy and life satisfaction depending on whether or not to receive public pensions, the type and amount of public pensions, and urban and rural areas. Elderly people receiving public pensions had higher self-efficacy and life satisfaction than those who did not receive them, and pensions with high benefits such as military tuition and faculty pensions had higher self-efficacy and life satisfaction than those who did not. In addition, residents in urban areas showed high self-efficacy and life satisfaction according to their residence in urban and rural areas. Conclusion : Korea is expected to enter an ultra-aged society in 2025, but the elderly poverty rate is the
 highest among OECD countries. In this reality, public pensions are one of the most effective means of maintaining the lives of the elderly. The government needs to establish policies to maintain the public pension at an appropriate level at a time when the finances of the national pension, civil service pension, private school pension, and military pension are inevitably depleted, and each individual should secure his or her retirement life by joining the public pension and further devise private pension and other income security measures.

Cadre Knowledge And Self-Efficacy Following Care For Child Development Post Intervention: A Four-Year Prospective Follow-Up Study

Background: Stunting is a significant malnutrition problem in Indonesia, and community health cadres play a vital role in addressing it through programs like Care for Child Development (CCD) training. This study aimed to delineate the knowledge and self-efficacy of cadres who participated in CCD training in Yogyakarta in 2018, comparing their status in 2022. Methods: In October 2022, a quantitative cross-sectional approach was utilized to examine the knowledge and self-efficacy of 56 cadres who had undergone CCD training in 2018, organized by the same authors and documented in a prior publication, with participants selected through total sampling. Three instruments were utilized, including a participant demographic survey, the CKCDI, and the GSES. The paired t-test was employed to analyzed the data. Results: The study's results reveal a significant difference (p=0.002) in the mean knowledge scores of cadres following their participation in the Care For Child Development (CCD) training program in 2018 and four years later. The mean score was 13.39 in 2018, decreased to 11.9 in 2022. Likewise, the self-efficacy component among cadres exhibited a reduction, with mean scores of 30.93 in 2018 and 29.4 in 2022. However, it is important to note that there is no statistically significant difference in self-efficacy (p=0.106). The decline in average knowledge scores over the four-year period may be attributed to potential knowledge decay. Conclusion: This study underscores the significance of sustained training and support for community health workers, emphasizing the need for flexible approaches to maintain their knowledge and self-efficacy over time.

Self-efficacy in life skills and satisfaction among adolescents in school transitions.

Life skills, according to the World Health Organization, can promote youth well-being through educational school programs. Among life skills, decision-making and problem-solving skills can help adolescents consciously choose their career path.The Italian school system, in fact, requires students, already at a young age (13-14 years old) to make important decisions about their future, like for example choosing the high school that they would like to attend. This study aims to analyze differences in decision-making, self-efficacy, and life satisfaction in a sample of adolescents in secondary school in Italy. It aims to analyze whether there are differences in those dimensions according to students' age, gender, regularity, and future choice intentions. Here we present a cross-sectional study involving 2104 students, balanced by gender, and attending upper secondary school in Italy. Participants completed Soresi and Nota's questionnaires on life satisfaction and Caprara's questionnaire on problem-solving self-efficacy. The data were processed using MANOVA. Research results show significant differences in self-efficacy and school satisfaction in relation to the age at which school transition occurred. Specifically, incoming preadolescents (13-14 years old) scored lower than outgoing late adolescents (17-18 years old) in both decision-making self-efficacy and school satisfaction. Girls scored lower than boys in decision-making self-efficacy. Students who expressed the intention to drop out of school scored lowest on both the self-efficacy and perceived support satisfaction scales. The results highlight the importance of promoting the development of self-efficacy in life skills and school satisfaction to help students in school transitions.

Learning styles as determinants of self-efficacy in children of primary school age

The paper presents the results of research conducted on a sample of 126 students from the seventh to the ninth grade of the Elementary School in Mostar. The theoretical part of the paper discusses learning, learning styles and student self-efficacy. The aim of the work was to examine whether learning styles are a significant predictor for the development of self-efficacy in elementary school-age children, and we also examined gender differences in learning styles and self-efficacy. The results we obtained suggest that learning styles are significant determinants for explaining self-efficacy when it comes to auditory learning style. Thus, the results indicate that auditory style as a dimension of learning style is a significant determinant of self-efficacy (F3/109=3.00 p < 0.05, β =0.247, p< 0.05), while kinesthetic and visual style are not statistically significant predictors. Also, the results indicated that there is a statistically significant difference in self-efficacy with regard to gender. The self-efficacy of male and female students differs statistically significantly, p< 0.05, where girls (M = 26.82) had a statistically significantly higher score than boys (M= 21.06), (t=-2.845, p < 0, 05). The results show us that there are statistically significant differences between male and female students in the perception of the dimension of learning style when it comes to auditory style, where girls had a higher score (M=20.08) compared to boys (M= 18.57). (t=-2, 469, p < 0.05). Kinesthetic and visual style, as dimensions of learning style, did not show statistically significant gender differences.

Examining Academic Motivation and Self-efficacy of the College Students in the Online-Distance Learning

Academic self-efficacy is a construct that could be learned. It is rooted in learning by observation and direct personal experience. This study examines the level of academic motivation and self-efficacy of college students in the online-distance learning utilizing the descriptive – comparative and correlational method of research through adapted and modified questionnaires. It was shown that most respondents were 18-20 years old and were female. Results showed a significant difference in the respondents' level of academic motivation in terms of age concerning intrinsic motivation; a considerable discrepancy exists in the level of academic motivation in terms of gender concerning extrinsic motivation and motivation. Furthermore, a significant difference in the respondents' level of academic motivation in terms of gender concerning extrinsic motivation, and a significant difference exists in the respondents' level of academic motivation in terms of course about intrinsic motivation. In addition, the result showed a significant difference between the respondents' levels of self-efficacy in terms of age. The respondents' level of self-efficacy in terms of online learning tasks showed considerable differences among the respondents' ages. Results showed that a significant difference in self-efficacy lies between ages 27 and above and 18-20. In addition, significant differences were found in the level of self-efficacy in terms of courses with online learning tasks. This study concluded that respondents' level of academic motivation in terms of intrinsic showed a significant relationship with their level of self-efficacy among respondents regarding technology use, online learning tasks, and instructor and peer collaboration. Thus, tertiary school education programs should be designed so that emphasis would be laid on allowing students to participate in school activities and decision-making. The results of this study can be used as a basis for further research in areas related to academic motivation and self-efficacy.

The Investigation of Career Stress, Expectations, Decisions of Speech-Language Pathology Students

Objectives: University students may have characteristics such as anxiety and low levels of self-efficacy, and decisions in their career. The aim of the study is to investigate the factors that can affect speech-language pathology (SLP) students' careers. Materials and Methods: 83 volunteer students of the Ankara Yıldırım Beyazıt University Department of Speech and Language Pathology participated in this study. Demographic-SES information form, Career Stress Scale, Career Decision Self-Efficacy Scale, Vocational Outcome Expectations Scale, Multidimensional Perceived Social Support Scale were used. Results: Positive relationship was found among career decision self-efficacy, multidimensional perceived social support, and vocational outcome expectation (p<0.05). The results show that SES groups did not make a significant difference in self-efficacy on career decision, social support, career stress, and vocational outcome expectation (p>0.05). Conclusion: The SES Groups of SLP students in this study did not affect factors such as self-efficacy on career decision, career stress, and vocational outcome expectations. Career decisions, vocational outcome expectations, and perceived social support of the SLP students’ are in a positive relationship with each other.

Kriz Danışmanlığı Dersinin Psikolojik Danışma Öz-yeterliği ve Krize Müdahaleye Hazırlık Düzeyine Etkisi

The aim of this causal comparative study was to compare the levels of counselling self-efficacy and perceived readiness for crisis intervention between counselling students who took a course in crisis counselling during their undergraduate education and those who did not. The data were collected from 142 senior students in counselling departments of two state universities in Türkiye, through purposive sampling. The Counselling Self-efficacy Scale and Readiness for Crisis Intervention Scale were used to collect the data. According to the results, a significant difference in self-efficacy in handling challenging counselling situations was found between the students who took a course in crisis counselling and those who did not. Furthermore, a significant difference was found in the perceived readiness levels for providing services at school for those who took a course in crisis counselling. These findings are discussed in relation with the current counselling education literature.

The Development of Collaborative-Based Learning Models to Increase Self-Efficacy and Positive Attitudes of Primary Teacher Education Students towards Inclusive Education in Yogyakarta

This study attempts to develop a collaborative-based learning model that can increase self-efficacy and positive attitudes of Primary Teacher Education (PGSD) students toward inclusive education in Indonesia. This study is intended to provide an understanding to PGSD students who are also teacher candidates. The understanding is about the importance of positive attitudes and teaching abilities, which in this study are limited in self-efficacy. The present study employed the Research and Development (R D) research model. The research participants were elementary school teachers who teach in inclusive schools and 54 PGSD students. Quantitative and qualitative techniques were used to analyze the data. Mann–Whitney U test was used to determine changes in students’ self-efficacy and attitudes before and after learning activities. The results indicate a significant difference in self-efficacy with p sig 0.05. The t-test result is 0.119. As the tcount is greater than the ttable (0.119 0.05), it indicates that there is no significant difference. Hence, it can be inferred that there is no statistically significant difference in developing a collaborative-based lecture model aimed at enhancing self-efficacy and fostering favorable attitudes among PGSD students towards inclusive education in Yogyakarta.

Virtual Reality Effectivity to Increase Self-Efficacy in Suction Skill among Nursing Student: Quasi Experiment Study

Virtual reality is a technology-based learning media designed to increase student self-efficacy in performing nursing skills, one of which is suctioning. However, virtual reality has yet to be tested for its effectiveness. This study aims to determine virtual reality learning media's effectiveness in increasing student self-efficacy in performing suction nursing actions. This study used a quasi-experiment method with a one-group pre-test post-test design approach. The population in this study were 191 active students of the Faculty of Nursing, Universitas Padjadjaran. The sampling technique used was purposive sampling and obtained a sample of 68 people by the inclusion and exclusion criteria. The instrument used was a self-efficacy questionnaire developed from Bandura's theory and consisted of 35 statement items. Selected respondents filled out the pre-test and were then given an intervention by performing suction nursing actions using virtual reality after completing the post-test. Data were analyzed using the non-parametric Wilcoxon signed rank test because the data were not normally distributed. After being given the intervention, there was an increase in student self-efficacy in performing suction nursing actions, as evidenced by an increase in the median in the post-test results (113.5) compared to the pre-test results (102). The test results on the Wilcoxon signed rank test showed that the p-value showed a significant difference in self-efficacy after using virtual reality learning media (p = 0.00). Virtual reality learning media can increase student self-efficacy in performing suction nursing actions.

Autoeficacia y engagement desde la perspectiva de género

Self-efficacy and engagement are linked to mental health, both can be differentiated by gender. The objective of this study is to analyze the role of gender in self-efficacy and engagement in Colombian workers in the telecommunications sector. Ex post facto prospective study with the participation of 298 workers (W=124 - M=174). The professional self-efficacy questionnaire (AU-10) and the Utrech Work Engagement Scale (UWES-17) were used. Correlation, multiple linear regression, variance, T-Student, and Tukey analyzes were performed. Results: there is a correlation between self-efficacy and the dimensions of engagement (vigor-r=.49, dedication-r=.44 and absorption-r= .43). Gender is a variable that affects self-efficacy (β=.118, t=2.02, P<.044). In turn, there are significant differences in self-efficacy based on gender (p=0.01), with men presenting a higher score. Elements are provided for the interpretation of this higher score in men, based on the considerations promoted by Western societies, in which gender roles and attributes assigned to the feminine and masculine are different. The theoretical and practical implications are discussed.

Impact of Data-Driven Feedback and Coaching on Preservice Teachers’ Questioning Skills for Higher-Order Thinking within a Mixed-Reality Simulation Environment

In this exploratory study, constructs related to self-efficacy theory were embedded in a treatment to improve the use of higher-order thinking (HOT) questioning skills in candidates enrolled in a teaching-methods course enhanced by mixed-reality simulations (MRS). The problem of designing an effective feedback and coaching model to improve the delivery of HOT questions in 10 min lessons was addressed. Thirty undergraduates were asked to incorporate HOT questions into each of the three lessons presented during a 15-week semester. Treatment candidates received individual data-driven feedback and coaching that included tailored guidance provided at regular intervals throughout the term. Quantitative analyses indicated that there was no significant difference in self-efficacy between conditions and that treatment group members posed significantly more HOT questions in their lessons (effect size = 1.26) than their non-treatment peers. An optimal ratio of two knowledge/comprehension to one HOT question in a 10 min period was proposed and three criteria for high-quality HOT questions are presented. Interviews revealed that those who participated in the treatment were more likely to recognize improvements in their self-efficacy, lesson planning, and performance than comparison group members. Data-driven feedback and coaching also provided candidates with opportunities for reflection.

Illness perception, health literacy, self-efficacy, adherence and quality of life in patients with intermittent claudication – a longitudinal cohort study

BackgroundPatients with intermittent claudication need lifelong treatment with secondary prevention to prevent cardiovascular events and progression of atherosclerotic disease. Illness perception, health literacy, self-efficacy, adherence to medication treatment, and quality of life are factors influencing patients’ self-management. Knowledge of these factors could be important when planning for secondary prevention in patients with intermittent claudication.Aimto compare illness perception, health literacy, self-efficacy, adherence to treatment, and quality of life in in patients with intermittent claudication.MethodsA longitudinal cohort study was conducted with 128 participants recruited from vascular units in southern Sweden. Data were collected through medical records and questionnaires regarding illness perception, health literacy, self-efficacy, adherence to treatment, and quality of life.ResultsIn the subscales in illness perception, patients with sufficient health literacy reported less consequences and lower emotional representations of the intermittent claudication. They also reported higher self-efficacy and higher quality of life than patients with insufficient health literacy. In comparison between men and women in illness perception, women reported higher illness coherence and emotional representations associated with intermittent claudication compared to men. A multiple regression showed that both consequences and adherence were negative predictors of quality of life. When examining changes over time, a significant increase in quality of life was seen between baseline and 12 months, but there were no significant differences in self-efficacy..ConclusionIllness perception differs in relation to level of health literacy and between men and women. Further, the level of health literacy seems to be of importance for patients’ self-efficacy and quality of life. This illuminates the need for new strategies for improving health literacy, illness perception, and self-efficacy over time. For example, more tailored information regarding secondary prevention could be provided to strengthen self-management to further improve quality of life in patients with intermittent claudication.

실시간 온라인 하브루타 토론이 자기조절학습능력에 미치는 영향

Objectives This study verified the effect of real-time online Havruta discussion on self-regulated learning ability by designing a program that is applied to Havruta by structuring sympathetic questions.
 Methods 25 pre-service teachers in K University in Seoul were randomly selected for experiment. As for the self-regulation ability measurement tool, Il-Seon Choi and Yoon-Joo Cho (2010) adapted and modified it and used it after confirming the validity of the expert's content, and analyzed the sample through a pre- and post-test of the resident group. Differences in pre-post scores between experimental groups were analyzed by t-test. Subcomponents of self-regulated learning ability that were verified included implicit goal orientation, intrinsic value, metacognition, and cognitive strategy. The experiment consisted of a total of 12 sessions: two sessions of Habuta theory, one session of pre-test, eight sessions of experimental treatment, and one session of post-test. The empathic questioning consisted of perspective understanding questioning, imaginative questioning, interest questioning, and sympathetic questioning.
 Results Real-time online Havruta discussions based on empathetic interrogation showed significant differences in self-efficacy, intrinsic goal orientation, intrinsic value, upper cognitive, and cognitive strategies, which are sub- elements of self-regulated learning ability.
 Conclusions This study is meaningful in that it presented a specific strategy to conduct effective and in-depth discussions in a real-time online education environment and specific alternatives to improve self-regulated learning ability, which is significantly required in online learning environment.

Nurses' assessed self-efficacy levels to medical asepsis and their relation to structural empowerment, work engagement and work-related stress.

Nurses' working conditions are important for their well-being at work and for their ability to provide patients with safe care. Self-efficacy can influence employees' behaviour at work. Therefore, it is valuable to study self-efficacy levels to medical asepsis in relation to working conditions. To investigate the relationship between nurses' assessed self-efficacy levels to medical asepsis in care situations and structural empowerment, work engagement and work-related stress. A cross-sectional study with a correlational design was conducted. A total of 417 registered nurses and licensed practical nurses at surgical and orthopaedic units responded to a questionnaire containing: the Infection Prevention Appraisal Scale, the Conditions of Work Effectiveness Questionnaire-II, the Utrecht Work Engagement Scale-9 and the Health & Safety Executive Management Standards Indicator Tool. Correlational analyses and group comparisons were performed. The nurses rated high levels of self-efficacy to medical asepsis in care situations. The correlational analyses revealed that correlation coefficients between structural empowerment, work engagement, work-related stress and self-efficacy to medical asepsis were 0.254-0.268. Significant differences in self-efficacy were found in the grouped working conditions. This study revealed that nurses rated high self-efficacy levels to medical asepsis and, to some extent, this seemed related to structural empowerment, work engagement and work-related stress. This valuable knowledge could enable improvements at the managerial and organisational levels, benefiting both nurses and patients in the long run.

Comparing the effects of self- care education by lecture and smartphone application on self-efficacy of patients with thalassemia

BackgroundPatients with the thalassemia have a basic requirement for self-efficacy regarding their treatment procedure. The present study aimed to compare the effect of self-care education via a smartphone application and lectures on the self-efficacy of patients with thalassemia.MethodsIn the present quasi-experimental study, 99 patients with thalassemia at Shahid Beheshti Hospital in Yasuj, Iran, in 2019 who were eligible to enter the study, were selected. The block randomization was done with the block sizes of 3, 6, and 9, and participants were randomly assigned to 3 groups: smartphone application (A), lecture intervention (B), and control (c). Smartphone application and lecture interventions were performed for intervention groups A and B, respectively, during 8 weeks. Scherer's self-efficacy measure was used to collect the data at baseline and eight weeks after the intervention. Data were analyzed by SPSS-version 25 software using Paired t-test, Wilcoxon and Kruskal–Wallis tests.ResultsNinety-nine patients with thalassemia with a mean (SD) age of 25 (6) and 58 females (58.59%) participated in the present study. The results indicated a significant difference in self-efficacy among 3 groups after intervention (P = 0.001). However, self-care education with smartphone application revealed a significant increase in the mean (SD) of self-efficacy of the patients with thalassemia 68.36(8.45) compared to the lecture method 62.55 (7.3) (P = 0.003) and control 62.09 (6.7) (P = 0.001). There were no significant differences among the self-efficacy scores of the patients in lecture intervention and control groups.ConclusionsThe results revealed that smartphone application was a suitable educational software to promote self-efficacy in patients with thalassemia. It is recommended to use smartphone application methods to improve the self-efficacy levels of patients with thalassemia.

Особенности психологического здоровья студенческой молодежи с позиции развития личностных ресурсов: базисных убеждений, жизнестойкости, регуляторно-личностных характеристик

The aim of the study is to study the psychological health of modern youth in order to identify subgroups that significantly differ in this characteristic, as well as the features of psychological resources that support its optimal functioning. The study was conducted in September-October 2022. The study sample included 340 students from Tomsk, ages from 17 to 26 (the mean age was 20.7±2.07 years) and men were 50% of the sample. Research methods: The Mental Health Continuum questionnaire, MHC-SF (C.L.M. Keyes, adapted by E.N. Osin); World Assumption Scale, WAS (R. Janoff-Bulman, adapted by O. Kravtsova); Intellectual Risk Assessment questionnaire (G. Craparo, P. Magnano, A. Paolillo et al., adapted by T.V. Kornilova, E. M. Pavlova); Hardiness Test (S.R. Maddi, D.M. Khoshaba, adapted by D.A. Leontiev, E.I. Rasskazova, short version by E.N. Osin); Personal Readiness for Activity questionnaire (S.A. Bogomaz). Factor and cluster analyses were applied. As a result of the use of factor analysis two factors were revealed: 1) resources for psychological well-being (including indicators of Psychological well-being, Self-worth, Risktaking, Self-efficacy, Goal setting) and 2) resources Social well-being (including indicators of Social well-being, Justice of the world, Benevolence of people) of young people. A comparative analysis of the measured characteristics of male and female revealed statistically significant differences in Self-efficacy (3.35-male and 3.2-female), Goal setting (3.72 and 3.5, respectively), and Benevolence of people (3.71 and 4.1, respectively). The use of cluster analysis made it possible to identify 6 clusters in groups of male and female, whose representatives differed in the average values of the studied variables at a statistically significant level. Based on the analysis of the psychological characteristics of respondents belonging to specific clusters, risk groups which characterized low levels of development of structural components of Psychological and Social well-being resources (45 male and 46 female) were identified.

Autogenic Relaxation, Movement, and Affirmation (RIMA) Therapy: Efforts to Strengthen Self-Efficacy to Prevent Drug Withdrawal in Aggregate Patients with Pulmonary TB

Introduction: Strengthening self-efficacy is an alternative to prevent drug withdrawal in patients with pulmonary TB. Autogenic relaxation, movement and affirmation (RIMA) therapy can help strengthen self-efficacy in patients with pulmonary TB so as to prevent drug withdrawal. The general objective of this study was to determine the role of RIMA therapy in strengthening the self-efficacy of pulmonary TB patients.
 Methods: The design of this research is a quasi-experimental using pre-test and post-test with control group design. The Respondents were patients with pulmonary TB in the work area of the Puskesmas Pakis, Malang Regency, a total of 60 people were determined using purposive sampling. RIMA therapy was carried out for 2 weeks, and data collection was carried out using a questionnaire. Data analysis used Wilcoxon Signed Rank test and Mann-Whitney test with α = 0.05%.
 Results: The results of this study indicate that there is an effect of RIMA therapy on self-efficacy in the experimental group, which is indicated by a p value = 0.000 (< 0.05). In addition, there is a significant difference in self-efficacy between the experimental group and the comparison group, which is indicated by the p value = 0.000 (< 0.05).
 Conclusion: RIMA therapy influences increasing self-efficacy of pulmonary TB patients. Therefore, it is recommended that patients with pulmonary TB carry out RIMA therapy independently at home to support their treatment.

Development and evaluation of a virtual reality mechanical ventilation education program for nursing students

BackgroundSince COVID-19 limits safe clinical practice settings, virtual reality (VR) emerged as an alternative to practical education. Using VR simulation to learn mechanical ventilation is rare in nursing education.MethodsThis study developed a VR simulation program for mechanical ventilation care and evaluated its effects. We adopted a quasi-experiment design. Participants were fourth-year students across nursing colleges in South Korea.ResultsThe interaction effect of the intervention time point and control group, to which the VR simulation program was applied, showed a significant difference in self-efficacy (F = 19.54, p < .001) and clinical reasoning capacity (F = 16.97, p < .001). Learning satisfaction of the experimental group was statistically significantly higher than that of the control group(F = 5.22, p = .026). The level of learning immersion (t = − 3.13, p = .003) and learning satisfaction (t = − 3.49, p = .001) were statistically significantly higher in the experimental group than in the control group.ConclusionThese findings confirmed that the VR stimulation program for nursing students had a positive effect on their self-efficacy, clinical reasoning capacity, and learning satisfaction. Furthermore, it was effective in improving their nursing competence.

Teaching students to use Decision trees (Dt) for unstructured data

The research aims to analyze the importance of teaching to use unstructured data methods that students generate from the learning activities and examine the relative efficiency of the decision trees within load conditions and self-efficacy of each learner. The present research collected the data using a questionnaire to analyze self-efficacy and cognitive load among students. The sample included 150 students divided into two groups. The research revealed no significant differences in self-efficacy between the two groups participants (F = 0.01, p&gt; 0.05). According to the results, no differences were identified between the students who worked with unstructured data using decision trees and those students who analyzed the unstructured data using association rules. The research uses an independent t-test for the analysis of cognitive load within the academic environment. No significant differences were detected concerning cognitive load between the two groups of participants. Keywords: unstructured data, decision trees, association rules, self-efficacy, cognitive load, SDGs.