Epistemological beliefs and the Self-efficacy Scale in nursing students

Orgun, Fatma; Karaöz, Banu

doi:10.1016/j.nedt.2013.11.007

Cited by 16 publications

(25 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although some studies have been carried out on self-efficacy[ 20 ] and learning outcomes in nursing students,[ 9 ] a limited number of studies have addressed nursing students' self-efficacy[ 4 9 ] and learning outcomes[ 18 21 ] during the preceptorship program. Moreover, no studies have assessed the association between self-efficacy and learning outcomes during the preceptorship program.…”

Section: Introductionmentioning

confidence: 99%

The impact of the preceptorship program on self-efficacy and learning outcomes in nursing students

Rambod

Sharif

Khademian

2018

Iranian J Nursing Midwifery Res

View full text Add to dashboard Cite

Background:This study aimed to determine the impact of the preceptorship program on self-efficacy and learning outcomes and the association between self-efficacy and learning outcomes in nursing students.Materials and Methods:This quasi-experimental study was conducted on 112 nursing students in 2012–2013. The subjects were selected through convenience sampling from the School of Nursing and Midwifery of Shiraz University of Medical Sciences, Iran. The general self-efficacy scale and the perception of overall learning outcomes scale were used to measure the students' perception of self-efficacy and achievement of learning outcomes. The data were analyzed using Pearson's correlation coefficient and linear regression analysis.Results:The students' mean [standard deviation (SD)] scores of self-efficacy and learning outcomes were 30.69 (5.88) and 4.10 (0.82), respectively, after taking part in the preceptorship program. The results showed a significant association between the mean scores of self-efficacy and learning outcomes (r = 0.30, p = 0.002). In addition, self-efficacy was predicted by gender (β = −0.19, p = 0.030) and the components of “understand ethical aspects of patient care” (β = 0.31, p = 0.010), “work more systematically” (β = −0.44, p = 0.005), and “use of nursing research” (β = 0.34, p = 0.020).Conclusions:Although the nursing students who participated in the preceptorship program demonstrated high mean scores of self-efficacy and learning outcomes, the lack of control group led to the conclusion about the effectiveness of the program to be made in caution. However, this program is suggested to be retained in nursing students' curriculum.

show abstract

Section: Introductionmentioning

confidence: 99%

The impact of the preceptorship program on self-efficacy and learning outcomes in nursing students

Rambod

Sharif

Khademian

2018

Iranian J Nursing Midwifery Res

View full text Add to dashboard Cite

show abstract

“…In a study that employed a different assessment method than our study, it was found that the self-efficacy of nursing students is at a high level [19]. In the study conducted by Orgun and Karaöz'ün with nursing students, the self-effectiveness/self-SHS Web of Conferences 48, 01025 (2018) https://doi.org/10.1051/shsconf/20184801025 ERPA 2018 efficacy scale was used and it was observed that the self-efficacy of students was at a medium level [11]. In our study it was found that self-efficacy is at a medium level not only among nursing students but also among physiotherapy and rehabilitation, and nutrition and dietetics students.…”

Section: Discussionmentioning

confidence: 84%

“…In literature, problem solving proficiencies and self-efficacy perceptions of students studying in the field of health sciences have been examined separately. Students that were involved in these studies are more generally students from nursing departments [9][10][11][12]. Our study is significant in the way that it determines altogether the problem solving proficiencies and self-efficacy perceptions of students from 3 different departments at the same faculty and also examines the relationship between them.…”

Section: Discussionmentioning

confidence: 99%

“…[2015] notes that in order to improve the problem solving proficiency, educators need to help students overcome their emotional and cognitive challenges [10]. The studies conducted with Nursing Department students through making use of the Problem Solving Inventory have revealed that students have medium level of problem solving proficiencies [10][11][12][13][14]. Moreover, in some of the studies, it was observed that the problem solving proficiencies improved from the first grade to the fourth grade [10,15].…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Assessment of problem solving proficiencies with self-efficacy perceptions of students in faculty of health sciences of cyprus international university

Çetin¹,

Erel²,

Ozalp³

2018

SHS Web Conf.

View full text Add to dashboard Cite

The aim of this study is to evaluate the self-efficacy perceptions and problem solving competencies of students of Health Sciences Faculty. The study included 150 students studying in 4th grade who completed the questionnaire completely. Self-efficacy-competence scale was used to evaluate students’ self-efficacy perceptions, and Problem Solving Inventory was used to evaluate problem solving proficiencies. The mean age of the students included in the study was 22.26 ± 1.27 years and 59.3% [n = 89] were female students. It was determined that the self-efficacy perception scores of the students were 82.30 ± 14.37 and the problem solving ability scores were 103.65 ± 19.31. There was a significant relationship between self-efficacy perception and problem solving ability [r = -0,328, p: 0.01]. According to the results, it was determined that the students had a low level of self-efficacy perception and problem solving competencies.

show abstract

“…(8,18) This increase in participants' self-efficacy could have contributed to the final acquisition of competence in so far as it could have boosted their motivation to learn and positively influenced their perseverance and willingness to work. (17,30) To the best of our knowledge, this is not only the first study that focuses on the design, implementation and evaluation of the effects of a simulation-based workshop in arterial puncture for nursing students, but also the first one that measures the competence in terms of knowledge, skills and self-efficacy. However, there are some limitations that may restrict the generalizability and interpretation of our results.…”

Section: Discussionmentioning

confidence: 99%

Efeitos de um workshop de simulação sobre a competência em punção arterial de estudantes de enfermagem

et al. 2016

View full text Add to dashboard Cite

Objective: To evaluate whether a short simulation-based workshop in radial artery puncture would improve nursing students' competence to a level in which they could practise the procedure on a live patient without compromising his safety. Methods: Quasi-experimental one-group pretest-posttest study with 111 third-year nursing students. A 1.5-hour simulation-based workshop was implemented. This included a video-lecture, live demonstrations, selfdirected simulated practice in dyads and individual intermittent feedback. Participants' skills, knowledge and self-efficacy in arterial puncture were measured before and after attending the workshop. Results: After the intervention, a total of 61.1% of the participants showed the level of competence required to safely practice radial artery puncture on a live patient under supervision. Conclusion: Effective simulation-based training in arterial puncture for nursing students does not necessarily need to be resource-intensive. Well-planned, evidence-based training sessions using low-tech simulators could help educators to achieve good educational outcomes and promote patient safety. ResumoObjetivo: Avaliar se um workshop de simulação e curta duração sobre punção da artéria radial melhoraria a competência de alunos de enfermagem em um nível em que pudessem praticar o procedimento em um paciente vivo sem comprometer sua segurança. Métodos: Estudo quase-experimental do tipo pré-teste e pós-teste com um grupo de 111 estudantes do terceiro ano de enfermagem. Foi implementado um workshop de simulação e 1,5 horas de duração. Isso incluiu uma vídeo-palestra, demonstrações ao vivo, prática simulada autodirigida em díades e feedback intermitente individual. As habilidades, conhecimentos e autoeficácia dos participantes em punção arterial foram medidos antes e depois da participação no workshop. Resultados: Após a intervenção, 61,1% dos participantes demonstraram o nível de competência necessário para a prática segura da punção da artéria radial em um paciente vivo sob supervisão. Conclusão: O treinamento efetivo em punção arterial baseado em simulação para estudantes de enfermagem não necessariamente precisa ser intensivo em recursos. Sessões de treinamento bem planejadas e baseadas em evidências, com uso de simuladores de baixa tecnologia podem ajudar os educadores a alcançarem bons resultados educacionais e promover a segurança do paciente.

show abstract

Epistemological beliefs and the Self-efficacy Scale in nursing students

Cited by 16 publications

References 12 publications

The impact of the preceptorship program on self-efficacy and learning outcomes in nursing students

The impact of the preceptorship program on self-efficacy and learning outcomes in nursing students

Assessment of problem solving proficiencies with self-efficacy perceptions of students in faculty of health sciences of cyprus international university

Efeitos de um workshop de simulação sobre a competência em punção arterial de estudantes de enfermagem

Contact Info

Product

Resources

About