Significant Difference In Self-efficacy Scores Research Articles

Self-Efficacy with Telehealth Examination: the Doctor of Physical Therapy Student Perspective

Introduction: The shift to telehealth exposed gaps in our understanding of how physical therapy students perceive patient assessment in a remote situation using the examination component of the patient/client management (PCM) model. The purpose of the study was to compare Doctor of Physical Therapy (DPT) students’ self-efficacy performing patient assessment using the examination component of the PCM model using telehealth compared with conventional examination. To achieve the purpose of this study, the Physical Therapist Self-Efficacy (PTSE) scale was used. More specifically, self-efficacy in clinical reasoning was measured using the following items: (1) PTSE total score (2) performance of tests and measures, (3) determining when to refer to another practitioner, and (4) screening for primary medical disease. Methods: A survey-based descriptive and exploratory repeated measures design was used, with surveys distributed to entry-level DPT students during their clinical experiences in the United States during the Fall 2020 semester. A convenience sample of 35 second- and third-year entry-level DPT students who reported provided both telehealth and traditional examinations during clinical experiences was used. Descriptive and inferential statistics were used to evaluate within group differences comparing student self-efficacy using telehealth and conventional examination. Results: Wilcoxon sign ranks revealed statistically significant differences in self-efficacy scores of students conducting patient assessment using telehealth compared to conventional examination. More specifically, scores for telehealth were lower (P < 0.001) compared to conventional examination in PTSE total score, performance of tests and measures, determining when to refer to another practitioner, and medical screening for primary disease. Discussion: Doctor of Physical Therapy students’ self-efficacy was lower when providing telehealth across all PTSE questions pertaining to the examination component of the PCM model. Exploring telehealth content and sequence in entry-level physical therapy curriculum may help students feel more prepared to perform telehealth examination.

The Effect of a Self-Management Program on Care Burden and Self-Efficacy in Family Caregivers of People With Multiple Sclerosis.

Family caregivers of patients with multiple sclerosis (MS) face many caring-related problems that increase their care burden and decrease their self-efficacy. Evidence-based self-management interventions may be used to improve care processes and resolve caregiver concerns. The aim of this study was to investigate the effect of a self-management program on care burden and self-efficacy in family caregivers of people with MS. This study was performed in Iran in 2018-2019. The participants were selected using convenience sampling and assigned to control and intervention groups of 35 participants each using stratified randomization by gender. The intervention group participated in an eight-session self-management program. Data were collected using the Zarit Burden Interview and Scherrer Self-efficacy Questionnaire. Data were analyzed using descriptive and inferential statistics in SPSS Version 16. No significant difference in care burden scores was found between the two groups at baseline ( p = .953). However, mean scores for care burden in the intervention group were significantly higher ( p < .001) both immediately after completion of the intervention (42.6 ± 3) and at 3 months after completion of the intervention (36 ± 3), with the most significant improvement found immediately after the intervention. Similarly, no significant difference in self-efficacy scores was found between the groups at baseline ( p = .976). However, mean scores for self-efficacy in the intervention group were significantly higher ( p < .001) both immediately after and at 3 months after completion of the intervention (60.6 ± 4.7 and 72.7 ± 4, respectively), with the most significant improvement found at 3 months postintervention. Providing self-management programs to caregivers of people with MS is an effective approach to reducing their burden of care and increasing their self-efficacy. Enhancing self-management by learning adaptation skills, self-care skills, social support, and spiritual support promote improved self-efficacy and reduce the care burden of these caregivers.

Comparing Domain-Specific Self-Efficacy in Pediatric Physical Therapy Education Across Classroom-Based, Online, and Hybrid Curriculum Designs.

To describe the pediatric curriculum across 3 years when different instructional designs were used, quantify change in self-efficacy (SE) after completing the curriculum, and define relationships between pediatric experience, SE, and interest in future pediatric practice. Students (N = 137) were included over 3 consecutive years. Instructional design varied across cohorts: classroom-based (n = 48), online (n = 44), and hybrid (n = 45). Pediatric content hours were analyzed. Measures were the Pediatric Communication and Handling Self-Efficacy Scale, pediatric experience, and interest in future pediatric practice. Pediatric content hours met published recommendations. Significant growth in SE occurred for all cohorts, with no significant differences in SE scores based on instructional design. Experience and interest in pediatrics were significantly related to communication SE. The pediatric physical therapy curriculum delivered via classroom-based, online, or hybrid instruction can be effective in promoting pediatric-specific growth in student SE. Remote pediatric experiential learning is a feasible option for physical therapy programs with limited direct contact with children. What this adds to the evidence : When pediatric curricula meet recommended total hours of instruction, regardless of instructional method or amount of direct laboratory time with real children, pediatric-specific student SE increases. This supports the use of alternative approaches for experiential learning activities in programs with limited access and availability for direct in-person child interactions. Programs may expand integrated clinical experiences (ICE) opportunities to include telehealth when in-person ICE is limited due to distance or availability in nearby clinical settings. Online learning activities (asynchronous or synchronous) may be viable options for laboratory activities when live child volunteers are limited or unavailable. Use of multiple methods of instruction (classroom-based, online, or hybrid) can be beneficial in covering pediatric physical therapy content and improving SE. This evidence can help programs expand their options for exposing student physical therapists to pediatric practice.

The Effect of Islamic Spiritual Mindfulness on Self-Efficacy in Anger Management among Schizophrenic Patients

Background: The prevalence of schizophrenia has increased in the last few years. Nevertheless, methods in assisting schizophrenic patients have not improved significantly. Islamic spiritual mindfulness is a spiritual approach that can help schizophrenic patients increase their self-efficacy in anger management. However, the application of this intervention is still not well researched.Purpose: This study aimed to determine the effect of Islamic spiritual mindfulness on self-efficacy in anger management among schizophrenic patients.Methods: This study utilized a pre-post quasi-experimental design with a control group. A total of 54 schizophrenic patients were purposively recruited and divided into two groups: the intervention group (n=27) and the control group (n=27). The intervention group received four sessions of Islamic spiritual mindfulness in two weeks, while the control group received a standard intervention from the hospital. The data were collected using the Regulatory Emotional Self-Efficacy (RESE) scale and analyzed using the t-test.Results: The results showed a significant difference in self-efficacy scores between the control and intervention groups (p=0.000) after the intervention. In the pre-test, the mean score of self-efficacy in the intervention group was lower than the control group (M=28.15 vs. M=30.26) without a significant difference. However, in the post-test, a significant difference in self-efficacy between the intervention and control groups was found (M=46.44 vs. M=46.44; p=0.000).Conclusion: Islamic spiritual mindfulness significantly affects self-efficacy among schizophrenic patients. The Islamic spiritual mindfulness can be applied as a new form of approach to increase self-efficacy in schizophrenic patients.

A comparative study of the effect of two educational methods of motivational interviewing and peers on self-efficacy of female high school students in relation to puberty health.

BACKGROUND:Adolescents experience many physical and psychological changes during adolescence. Not paying attention to the issue of girls’ puberty may have a negative impact on their mental health and self-efficacy in future. The aim of this study was to compare the two methods of motivational interviews and peers on puberty health of female high school students.MATERIALS AND METHODS:This study was performed semi-experimental intervention on 334 high school students in 2019 through multi-stage randomization. Data using two demographic questionnaires and Scherrer self-efficacy questionnaire in three stages (pre-test, immediately after the test and one month after the test). It was collected that in the motivational interview group, 5 training sessions were presented, and in the peer group, only one training session was taught to the peers and the control group was not trained in any intervention.RESULTS:Immediately after, and 1 month after the intervention, the two intervention groups had significantly better scores in self-efficacy compared to the control group (P = 0.001). The mean score of self-efficacy in the control group in the three time periods before, immediately, and one month after the intervention, respectively (50.75 ± 5.322, 50.45 ± 5.34, 50.45 ± 5.37), in the motivational interview group (50.56 ± 5.95, 53.63 ± 5.83, 56.03 ± 6.49) and in the peer group (50.10 ± 5.62, 54.40 ± 4.28, 59.19 ± 4.43) was. Moreover, there were significant differences in self-efficacy scores within and between the groups by time (P < 0.001) in intervention groups.CONCLUSION:This study showed that puberty health education increases students’ self-efficacy, that correct information should be conveyed by peers and motivational interview, and motivational interview is more effective.

Self-Efficacy Levels Regarding Interprofessional Learning Skills Among Undergraduate Healthcare Students in Malaysia.

ObjectivesSelf-efficacy is an important factor in determining the ability of students to execute tasks or skills needed in the implementation of interprofessional learning (IPL). This study aimed to identify levels of self-efficacy with regards to IPL skills among undergraduate healthcare students and to investigate differences according to gender, programme of study and year of study.MethodsThis descriptive cross-sectional study was conducted between January and March 2018 at the International Islamic University Malaysia, Kuantan, Malaysia. The Self-Efficacy for Interprofessional Experiential Learning scale was used to evaluate the self-efficacy of 336 students from five faculties including nursing, medicine, dentistry, pharmacy and allied health sciences.ResultsSignificant differences in self-efficacy scores for the interprofessional interaction subscale were identified according to programme of study, with pharmacy students scoring significantly lower than allied health students (mean score: 54.1 ± 10.4 versus 57.4 ± 10.1; P = 0.014). In addition, there was a significant difference in self-efficacy scores for the interprofessional interaction subscale according to year of study, with first-year students scoring significantly lower compared to fifth-year students (mean score: 52.8 ± 10.4 versus 59.9 ± 11.9; P = 0.018). No statistically significant differences in self-efficacy scores were identified with regards to gender or for the interprofessional team evaluation and feedback subscale.ConclusionThese findings may contribute to the effective implementation of IPL education in healthcare faculties. Acknowledging the influence of self-efficacy on the execution of IPL skills is crucial to ensure healthcare students are able to adequately prepare for future interprofessional collaboration in real clinical settings.

Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study

BackgroundBlended learning, which integrates face-to-face and online instruction, is increasingly being adopted. A gap remains in the literature related to blended learning, self-efficacy, knowledge and perceptions in undergraduate nursing. ObjectivesTo investigate outcomes of self-efficacy, knowledge and perceptions related to the implementation of a newly blended course. DesignThis was a quasi-experimental pre-post test design. SettingThis study was conducted at an undergraduate university in Alberta, Canada. ParticipantsA total of 217 second-year undergraduate nursing students participated and 187 participants completed all study components. MethodsA convenience sampling method was used. Data were collected at the start and end of the semesters. Data were analyzed using descriptive and inferential statistics using R(3.4.3) and R-Studio(1.1.423). ResultsThere were no significant differences in self-efficacy scores between groups or in the pre-post surveys (p > 0.100) over time. There was no significant difference in knowledge between the blended online and face-to-face groups (p > 0.100). For students in the blended course, perceptions of the online learning environment were positive. ConclusionBlended learning has the potential to foster innovative and flexible learning opportunities. This study supports continued use and evaluation of blended learning as a pedagogical approach.

The Relationship between the Timing of a Self-Efficacy Questionnaire, Duration of Training, and Levels of Self-Efficacy with Patient-Centered Interviewing Skills

ABSTRACT There are conflicting findings about the role that timing plays in the administration of self-efficacy questionnaires and the relationships between self-efficacy scores, training, and subsequent demonstration of skills. The current study examined self-efficacy in the context of a training program to educate residents in patient-centered communication skills. Previous research indicates that providers who use patient-centered skills have higher patient satisfaction ratings and their patients show improved physical and psychological health outcomes. 163 residents conducted patient-centered interviews with standardized patients. One group rated their self-efficacy before the interview (n = 85, 52%) and the other group rated it after the interview (n = 78, 48%). Researchers used a validated content analysis coding scheme to measure patient-centered skills in the interviews. There was no significant difference in self-efficacy scores obtained before or after the interview or in the relationship between self-efficacy and objectively coded patient-centered skills in either group. Self-efficacy also did not mediate the relationship between training in patient-centered skills and significantly improved performance of the skills. The findings suggest that timing of self-efficacy questionnaire does not influence subsequent self-efficacy ratings and that demonstrated PCI skills and perceived self-efficacy ratings increase significantly with training. Results imply that self-efficacy requires further study before it can be used as a surrogate for skills performance.

Health coaching improves interventional effects in high-risk population of stroke

Objective To assess the effect of health coaching on interventional effect in high-risk population of stroke. Methods A baseline survey was conducted among 897 residents aged 40 years and above selected by cluster sampling method in a community of Shijiazhuang city from January 2016 to June 2016, and 178 subjects were identified as high risk population of stroke. The high-risk subjects were randomly divided into two groups: the control group (n=89) was given routine health education, while the intervention group (n=89) received health coaching based on motivational interview for 13 months. The behavioral risk factors and self-efficacy scores were compared between two groups before and after intervention. Results There were no significant differences in behavioral risk factors between the two groups: for hypertension 72 vs. 74 cases (χ2=0.152, P=0.67), for hyperglycocemia 44 vs.48 cases (χ2=0.360, P=0.55), for dyslipidemia 62 vs. 60 cases (χ2=0.104, P=0.75), for smoking 35 vs.32 cases (χ2=0.215, P=0.64), for obesity 50 vs.52 cases (χ2=0.092, P=0.76), for lack of exercises 72 vs.70 cases (χ2=0.139, P=0.71), for atrial fibrillation 14 vs. 16 cases (χ2=0.160, P=0.19). And there was no significant difference in self-efficacy scores between the two groups [(5.3±1.2) vs. (5.6±2.0), t=0.997,P=0.32]. After intervention, there were significant differences between the two groups in behavioral risk factors: for hypertension 25 vs. 34 cases (χ2=19.984, P<0.05) , for hyperglycaemia 16 vs.32 cases (χ2=8.448, P<0.05) , for dyslipidemia 30 vs. 48 cases (χ2=13.216, P<0.05) , for smoking 20 vs.28 cases (χ2=7.583, P<0.05) , for obesity 18 vs.38 cases (χ2=14.158, P<0.05) , for lack of exercises 28 vs. 36 cases (χ2=10.235, P<0.01) , for atrial fibrillation 5 vs. 13 cases (χ2=6.451, P<0.05) . And the self-efficacy scores of intervention group were higher than those of control group[ (8.4±2.1) vs. (6.8±2.2), t=4.852, P<0.01]. Conclusion Health coaching based on motivational interview is beneficial to reduce risk factors and improve self-efficacy in high risk population of stroke, which is worthy of popularization. Key words: Health coaching; Stroke, high-risk; Community health services; Primary prevention

Effectiveness of Combined Copying Skills Training and Pharmacological Therapy for Patients with Migraine.

Headache is one of the most common complaints in neurological clinics. The current study carried out to determine the benefits of combined Coping Skills Training (CST) and Pharmacotherapy (Ph) for patients with migraine. Forty patients with migraine recruited from the outpatient clinics of Zahedan University of Medical Sciences(Iran) and randomly assigned to one of two treatment groups: the first group received combined coping skills training (CST) and pharmacotherapy(Ph); and the second group received the pharmacotherapy alone(Ph). Five patients due to lack of regular presence or filling out the questionnaires excluded from the study. Finally, the results of 35 subjects were analyzed. Data collection was done using the World Health Organization Quality of Life Questionnaire, General Self-Efficacy Scale-Sherer, Ways of Coping Questionnaire and Migraine Headache Index. The results of ANCOVA on post-test, after controlling the pre-test scores, suggested a significant difference in self-efficacy scores between CST+Ph and Ph groups. Moreover, results of ANCOVA did not show significant differences between the two groups in the scores of pain severity, quality of life, and the use of coping strategies. Findings of the present study indicated that coping-skills training, as a psychological intervention, improved self-efficacy. Further longitudinal studies are needed to confirm this conclusion.

OP0098-HPR Sarah: Strengthening and Stretching for People with Rheumatoid Arthritis of the Hands: A Randomised Controlled Trial

BackgroundThe effectiveness of exercise for improving hand and wrist function in people with RA is uncertain.ObjectivesThe study aim was to estimate the clinical and cost-effectiveness of adding an optimised exercise...

Determinants of medication adherence in hypertensive patients: an application of self-efficacy and the Theory of Planned Behaviour

AbstractObjectiveThe study aimed to identify the determinants of medication adherence in a population of hypertensive outpatients. The principle objective of the present study was to determine the utility of self-efficacy and the Theory of Planned Behaviour (TPB) in predicting adherence with antihypertensive medication.SettingAn outpatient hypertension clinic at the Belfast City Hospital, Northern Ireland.MethodOutpatients who had attended the hypertension clinic on at least one previous occasion were invited to participate in the study. Participants completed a questionnaire incorporating measures of adherence with medication, medical and sociodemographic factors, together with measures of self-efficacy and the TPB. There were no specific study exclusion criteria.Key findingsA total of 139 participants took part in the study; 20.9% of the participants reported non-adherence with their prescribed antihypertensive medication. A statistically significant difference in self-efficacy scores between the adherent and non-adherent groups was revealed by a Mann-Whitney test, with adherent patients perceiving higher levels of self-efficacy. Regression analysis with the TPB variables revealed that adherence was predicted by intentions and subjective norms, with 41% of the variance explained. Intention was predicted by attitudes and perceived behavioural control, with 61.9% of the variance explained.ConclusionThe present study provides support for the use of self-efficacy and the TPB in predicting medication adherence; however, further research is required on the application of the TBP in the prediction of health behaviour. These findings have implications for the design of adherence-enhancing interventions.

Social-identity and self-efficacy concern for disability labels

IntroductionEducational policy in the UK has moved towards inclusion (Lindsay, 2003), resulting in debate over the use of disability labels (Lauchlan &amp; Boyle, 2007). Labelling influences social–identity (Olney &amp; Brockelman, 2003), this paper suggests ocial–identity influences self–efficacy and, therefore, academic performance (Zimmerman, 1996, 2001).AimsTo investigate if past performance of in–group members will influence students’ self–efficacy beliefs.MethodA convenience sample of 30 undergraduates was recruited, half of whom were dyslexic. Participants were split equally into three conditions and informed of either high–dyslexic or high nondyslexic performance or were kept naive of past performance. Scores for efficacy beliefs were taken and analysed for differences between conditions.ResultsFor dyslexic participants both the high–dyslexic and high non–dyslexic performance conditions resulted in significantly differing self–efficacy scores when compared to dyslexic participants in the control group. Scores also significantly differed for non–dyslexic participants in the high–dyslexic performance compared to non–dyslexic controls, for one self–efficacy scale, however, no significant differences were found between non–dyslexic’s in the control condition and those in the high non–dyslexic performance condition.ConclusionsWhile, dyslexic students showed predicted differences in efficacy scores relative to in–group member’s performance. For non–dyslexic students, a significant d fference was only found for those in the high–dyslexic performance condition. Therefore, results suggest that dyslexic students’ self–efficacy was influenced by social identity. For non–dyslexics this was not the case. The small number of participant’s percondition and the impact of stereotyping are suggested as mitigating predicted significant differences in selfefficacy scores for non–dyslexics. The effect of past dyslexic performance on dyslexic self–efficacy scores is described in relation to disability labels. Due to alternative theoretical explications for data trends found, and methodological limitations the study’s principal conclusion is the need to expand on findings demonstrated.

Telephone peer-delivered intervention for diabetes motivation and support: The telecare exploratory RCT

Objective To test trial design issues related to measuring the effectiveness of a peer telephone intervention to enhance self-efficacy in type 2 diabetes; evaluate the impact on self-efficacy and clinical outcome; and describe patient and peer experience. Methods Eligible patients had raised HbA1c (initial threshold >8%, reduced to >7.4% mid-way through trial). Patients were recruited from 40 general practices and randomised (40:40:20 ratio) to receive routine care alone or, in addition, motivational telephone support from a peer supporter or a diabetes specialist nurse (9 peers and 12 DSNs) for a period of up to 6 months. The primary outcome measure was self-efficacy score, and secondary outcome measures included HbA1c. Patient and telecare supporter satisfaction and experience were evaluated. Results In all, 231 patients participated. At 6 months there were no statistically significant differences in self-efficacy scores ( p = 0.68), HbA1c ( p = 0.87) or other secondary outcome measures. There was evidence of a high level of acceptability, but peer telecare support was less highly valued than that from a DSN. Some patients stated that they would have valued more information and advice. Conclusions Further consideration needs to be given to the targeting of the telecare peer support, its intensity, the training and ongoing supervision of peer supporters, and the extent to which information and advice should be incorporated. Practice implications While some patients with poorly controlled type 2 diabetes value peer telephone support, this approach appears not to suit all patients. Further intervention development and evaluation is required before widespread adoption can be recommended.

Measuring the Condom Use Self-Efficacy of Deployed, Enlisted Male U.S. Naval Personnel

This article summarizes the development and psychometric analysis of a condom use self-efficacy measure for deployed, enlisted male U.S. Naval personnel. Sample ethnic subgroups included European American, Latino/Hispanic, African American, Asian American, Native American, Pacific Islander, and Biracial/Multiracial. Excellent reliability statistics were obtained for the full sample (alpha = .93, N = 2,722) and various ethnic subgroups (alpha = .93 to .95, n = 44 to 1,383). Correlations between self-efficacy scores and measures of condom use were similar in magnitude to effect sizes reported in research involving civilian populations (r = .18 to .34). Significant differences in self-efficacy scores for groups of condom users (e.g., consistent and nonconsistent users) for the full sample of men and ethnic subgroups provided further support for construct validity (p < .05). Study findings support the reliability and validity of the condom self-efficacy measure in this population and indicate its usefulness and the need for investigating its psychometric properties in other populations.

PSYCHOPHYSIOLOGICAL COMPARISON OF SELF-EFFICACY AND RESTING HEART RATE

This study was used to assess the premise that lower resting heart rates should be associated with higher scores on self-efficacy for exercisers. A total of 64 participants, 29 men and 35 women ranging in age from 18 to 38 years old (M = 23.22, SD = 4.19), currently participating in an exercise program at a fitness center, were assessed using the Exercise Specific Self-efficacy Scale to measure general individual self-efficacy, along with obtaining resting heart rates. Participants were separated into three different groups based on individual resting heart-rate values. Results for a 2 (sex) by 3 (heart rate) two-way analysis of variance indicated a significant difference in self-efficacy scores (F2.58 = 3.24, p<.05) among the three groups. No interaction or main effect for sex was found.