Development of a short and universal learning self-efficacy scale for clinical skills

Kang, Yi No; Chang, Chun; Ch, Kao; Chen, Chien-Yu; Wu, Chia-Chang

doi:10.1371/journal.pone.0209155

Cited by 23 publications

(20 citation statements)

References 33 publications

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“…Ascending to a new category requires adequate performance in the previous one. The categories of this domain are: knowledge, comprehension, application, analysis, synthesis, and evaluation (6) . The psychomotor domain is about doing, that is, what is related to manual or physical abilities.…”

Section: Introductionmentioning

confidence: 99%

Development of clinical competence in nursing in simulation: the perspective of Bloom’s taxonomy

et al. 2021

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Objectives: to investigate the scientific evidence on the use of Bloom’s taxonomy for developing competence in nursing professionals and students in clinical simulation. Methods: integrative review of the National Library of Medicine (NLM), National Institutes of Health (NIH), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Latin American and Caribbean Literature in Health Sciences (LILACS), Web of Science and SCOPUS databases, using the Rayyan application. Results: a total of 871 studies were identified; four composed the sample. The development of clinical competence occurred through the coordination of knowledge, skills, and attitudes. To develop the cognitive domain, the objectives of knowledge and comprehension of the Bloom’s taxonomy were mobilized. The psychomotor domain required development of the skills demanded by the proposed clinical care. The affective domain was developed through will and motivation to learn. Conclusions: it is possible to develop clinical competence in nursing by adopting Bloom’s taxonomy in each phase of clinical simulation.

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Section: Introductionmentioning

confidence: 99%

Development of clinical competence in nursing in simulation: the perspective of Bloom’s taxonomy

et al. 2021

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“…26,27 Findings regarding gender 1036 differences in perceived self-efficacy have been inconsistent in previous studies. [28][29][30][31] Some researchers 28,29 reported higher self-efficacy scores among male students. However, our findings that self-efficacy scores were unaffected by gender are consistent with other reports.…”

Section: Discussionmentioning

confidence: 99%

Student Satisfaction and Self-Efficacy in a Novel Online Clinical Clerkship Curriculum Delivered During the COVID-19 Pandemic

Lashley¹,

Sobers²,

Campbell³

et al. 2022

AMEP

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Purpose The COVID-19 pandemic has caused significant disruption to medical education and clinical training and resulted in stressors that impede student learning. This study aimed to assess student satisfaction and self-efficacy in a novel online clinical clerkship curriculum delivered during the COVID-19 pandemic. Methods Fourth- and fifth-year medical students completed an online survey in January 2021 covering the following areas: student satisfaction, self-efficacy, and perceived effectiveness of online versus face-to-face learning. Results Just over half of students (51%) were satisfied with online clerkship delivery. However, fewer than half of students (46%) believed online learning effectively increased their knowledge, compared to 56% of students who believed face-to-face learning was effective. The perception of the effectiveness of online learning and face-to-face teaching for clinical skills was 18% and 89%, respectively (p < 0.0001). Few students perceived online teaching to be effective for developing social competencies (27%) compared to face-to-face instruction (67%) (p < 0.001). In addition, mean self-efficacy scores were higher for persons who perceived online teaching to be effective for increasing knowledge, improving clinical skills, and developing social competencies. Overall, students’ perception of online learning was strongly associated with online self-efficacy. Conclusion Student satisfaction and perceived self-efficacy in online learning were higher than reported acceptance of online clerkship curriculum.

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“…The Self-Efficacy Scale for Clinical Skills was used to measure nurses’ self-efficacy with their clinical skills. It consists of 12 items on three domains: cognitive, affective, and psychomotor skills [ 41 ]. Items were measured on a 5-point Likert scale, ranging from disagree to agree .…”

Section: Methodsmentioning

confidence: 99%

“…In this study, the Cronbach’s alpha for this scale was .96. The content validity index for all the questions was between .88 and 1, indicating high content validity [ 41 ].…”

Section: Methodsmentioning

confidence: 99%

The impact of a 12-hour educational program on nurses’ knowledge and attitudes regarding pain management: a quasi-experimental study

et al. 2022

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Background Proper pain assessment is fundamental to effective pain management. Training nursing staff is critical for improving pain assessment competence and patient clinical outcomes. However, there is a dearth of research examining interventions that can enhance nurses’ knowledge and attitudes toward pain management, especially in Saudi Arabia. Thus, this study aimed to evaluate the effectiveness of a structured education program on nurses’ knowledge and attitudes towards pain management. Methods A quasi-experimental design was used. The study sample included 124 registered nurses working in intensive care or inpatient units in Saudi Arabia. Data were collected between March and September 2021 using a knowledge and attitudes survey regarding pain, satisfaction with and self-confidence in learning, and the learning self-efficacy scale for clinical skills. Results Nurses showed moderate levels of knowledge and attitudes regarding pain before (M = 20.3, SD = 4.80) pain management education, which were significantly higher after the intervention (M = 22.2, SD = 5.09, t = 2.87, p < .01). Before the intervention, nurses with a baccalaureate degree had more knowledge and better attitudes regarding pain management than diploma nurses (t = 3.06, p < .01). However, there was no significant difference between the two groups after the intervention (p > .05), indicating that the education was effective in enhancing nurses’ knowledge and attitudes, regardless of nursing education level. Nurses in this study had high mean scores for self-confidence in learning (M = 35.6, SD = 4.68, range = 18–40), self-learning efficacy (M = 52.9, SD = 7.70, range = 25–60), and satisfaction with learning (M = 22.2, SD = 3.24, range: 10–25). Conclusion Regular pain education programs can improve nurses’ knowledge and attitudes. Increasing the breadth and depth of educational courses, alongside appropriate training, competency-based assessment, and pain education programs, is also recommended. Future research should consider the subjectivity and individualized nature of nursing by including patient satisfaction surveys to measure the improvement in nurses’ knowledge and attitudes from the patient perspective.

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Development of a short and universal learning self-efficacy scale for clinical skills

Cited by 23 publications

References 33 publications

Development of clinical competence in nursing in simulation: the perspective of Bloom’s taxonomy

Development of clinical competence in nursing in simulation: the perspective of Bloom’s taxonomy

Student Satisfaction and Self-Efficacy in a Novel Online Clinical Clerkship Curriculum Delivered During the COVID-19 Pandemic

The impact of a 12-hour educational program on nurses’ knowledge and attitudes regarding pain management: a quasi-experimental study

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