Academic self‐efficacy in Bachelor‐level nursing students: Development and validation of a new instrument

Abstract

Aims: An available strategy to counteract academic failure is the development and implementation of student academic self-efficacy; however, to date, there are no instruments measuring it. The aim of this study was to develop and psychometrically test an academic nurse self-efficacy scale. Design: A longitudinal study design was used in accordance with Consensus-basedStandards for the Selection of health status Measurement Instruments guidelines. Methods:A convenience sample of 1,129 nursing students attending the first year of the course were involved. The data collection began in 2014 and went on for 3 years.Data were collected at the beginning of the first (T0), at the end of the first (T1), at the end of the second (T2), and at the end of the third (T3) year. The academic nurse self-efficacy scale was evaluated for content and face validity, for construct validity with explorative, confirmative factor analysis and hypothesis testing and for reliability. The standard error and the smallest detectable difference were also evaluated.Results: Scree plot analysis suggested a four-factor solution and confirmative factor analysis model reached a good fit. We verified the first hypothesis, partially the second and not the third. The dimensions show a Cronbach's α 0.72-0.83. The smallest detectable difference was 26%. Conclusions:The academic nurse self-efficacy scale had good validity and reliability and should be considered for nursing students. Impact: These findings may have an impact on universities, mainly in nursing degree programmes because nurse educators can identify nursing students with low academic self-efficacy and help them in their academic duties. Indirectly, academic self-efficacy monitoring can be used for evaluating the effect of different teaching strategies or mentorship support over time. K E Y W O R D S academic performance, academic success, education nursing, educational measurement, instrument development, nurses, nursing, nursing graduate, self-efficacy | 399 BULFONE Et aL.

Nursing students’ academic self‐efficacy: A longitudinal analysis of academic self‐efficacy changes and predictive variables over time

“…To assess the students’ ASE, we used the Academic Nurses’ Self‐Efficacy Scale (ANSEs) (Bulfone et al., 2020), which had previously been validated among nursing students. The dimensions of the scale included internal and external emotion management, autoregulatory behaviour and collegiality.…”

“…An exploratory factor analysis (EFA) revealed that the ANSE exhibited a good fit (CFI = 0.948), and the authors estimated a second‐order confirmatory factor that was good for every dimension (0.741 for external emotion management, 0.814 for internal emotion management, 0.561 for collegiality, and 0.578 for auto‐regulatory behaviour); the reliability coefficient was good (coefficient alpha = 0.84 for the entire scale). The standard error of measurement ( SEM ) was 0.69 and the smallest detectable difference (SDD) was 1.9 (26%) (Bulfone et al., 2020).…”

“You Want Me to Come to Your Office?!”: Student experiences of Moving from Failure to Success in a Nursing Course

“…What constitutes an at-risk student may be related to grades, attendance, participation, or the educator recognizing a pattern of behaviour (Tower et al, 2015). This early and proactive intervention may best be delivered as a form of feedback that supports careful self-appraisal and builds self-efficacy and study habits (Bulfone et al, 2019;Lammers, 2016). Awareness of nursing student self-efficacy can also be strengthened through a validated and reliable measure (Bulfone et al, 2019).…”

“…This early and proactive intervention may best be delivered as a form of feedback that supports careful self-appraisal and builds self-efficacy and study habits (Bulfone et al, 2019;Lammers, 2016). Awareness of nursing student self-efficacy can also be strengthened through a validated and reliable measure (Bulfone et al, 2019). Instruments for understanding nursing student self-efficacy and other forms of feedback used to support successful study habits are avenues worth exploring in cohort and longitudinal analyses to learn more about student success from earlier failure.…”

Presenting a Model of Self-handicapping Based on Time Perspective and Intelligence Beliefs mediated by Academic Self-efficacy in Students

“…In other words, this structure refers to a person's beliefs about studying, doing research activities, asking questions in class, successful communication with the teacher, establishing intimate relationships with classmates, having good academic performance, and participating in class discussions (Zhen & et al, 2017). People with high academic self-efficacy usually have better academic performance, choose challenging goals, have lower anxiety and depression, are confident in their ability to succeed, and are more successful in academic activities (Bulfone & et al, 2020).…”