Perceived self-efficacy among nursing students during a pandemic: A pilot study

Gulley, Tauna; Hall, Tansy; Newsome, Ashlie; Sidle, Meg Wright; Simpson, Mary

doi:10.1016/j.teln.2021.03.001

Cited by 9 publications

(5 citation statements)

References 5 publications

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“…University students have other outlets that bring them gratification, showing that despite adversities and difficulties, university students have found spaces of gratification in the university context, even suggesting that self-efficacy, academic satisfaction, and sense of belonging are configured as protective factors ( Capone et al, 2020 ). Self-efficacy can be a protective factor against student insecurity and stress during this period ( Gulley et al, 2021 ; Wen et al, 2021 ). It has been identified as a predictor of academic performance during COVID-19 pandemic ( Talsma et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela

2021

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Due to the COVID-19 pandemic, educational centers and universities in Venezuela have closed their physical plants and are migrating to emergency remote education to continue with academic programs. This empirical study aimed to analyze the predictive capacity of academic self-efficacy and emotional intelligence skills on each of the dimensions of psychological well-being. We employed a cross-sectional predictive design. The sample comprised 277 university students, of which 252 were female (91.00%). Their ages ranged from 18 to 45 years, with a mean of 20.35 (SD = 2.29). Non-probabilistic chance sampling was used. For data collection, we used an anonymous online form, contacted students by mail, and invited them to participate in the study. Questionnaires were available between 217 and 227 days of decreed quarantine in Venezuela. The results indicated average levels of academic self-efficacy (Me = 4; IQR = 2), emotional intelligence: clarity (Me = 27; IQR = 10), attention (Me = 25; IQR = 10) y repair (Me = 25; IQR = 12), and psychological well-being (Me = 35; IQR = 5). We found differences according to sex and age, specifically in emotional regulation (z = 3.73, p < 0.001, d = 0.438) and in bonds of psychological well-being (z = 2.51, p = 0.012, d = 0.276) favoring men (Me = 33, IQR = 9; Me = 8, IQR = 1), respectively. Regarding age, statistically significant differences were found in the group of students older than 21 years with higher perception of psychological well-being (z = 3.69, p < 0.001, d = 0.43) and in each of its dimensions. Emotional intelligence and academic self-efficacy were found to be significant predictors of psychological well-being and its dimensions, specifically on control (R2-Cox = 0.25, R2-Nagelkerke = 0.34, 69.90% of total correct classification), links (R2-Cox = 0.09, R2-Nagelkerke = 0.12, 65.07% of total correct classification), projects (R2-Cox = 0.32, R2-Nagelkerke = 0.46, 78.40% of total correct classification), acceptance (R2-Cox = 0.17, R2-Nagelkerke = 0.23, 68.28% of total correct classification), and total well-being (R2-Cox = 0.52, R2-Nagelkerke = 0.71, 87.16% of total correct classification). It was concluded that emotional intelligence and academic self-efficacy are protective psychological resources of psychological well-being that should be promoted at university to mitigate the negative effects of the pandemic on the mental health of young people.

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Section: Introductionmentioning

confidence: 99%

Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela

2021

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“…As expected, SRL levels were higher, but there was no significant difference in the total SE score although there was a difference in SE sub‐dimensions. Therefore, it can be said that the results contradict the results that high SE makes it easier for students to increase their self‐confidence and overcome obstacles in patient care (Gulley et al, 2021). Again, it is stated in some studies that nursing students with high self‐confidence will have high SE and performance, they will be able to approach events with a critical view, their problem‐solving success will be high and they will be able to struggle with daily life problems (Razaghpoor et al, 2021; Tas & Akın, 2018; Walsh et al, 2021).…”

Section: Discussionmentioning

confidence: 88%

The relationships between self‐regulated learning in clinical nursing practice and self‐efficacy: A cross‐sectional study among nursing students

Doğu

Karadaş

Bacaksız

2022

Perspect Psychiatric Care

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Purpose: The aim is to examine self-regulated learning and self-efficacy levels of nursing students, the relationship between them, and to reveal the variables that make a significant difference.Design and Methods: This descriptive, cross-sectional study was conducted with a total of 417 nursing students. The data were collected using the Self-Regulated Learning Scale in Clinical Nursing Practice and Self-Efficacy Scale.Findings: Nursing students have high self-regulated learning (60.28 ± 11.47) and moderate self-efficacy (62.72 ± 11.04) scores, and there is a weak positive and significant relationship between them (r = 0.349, p < 0.001). Students' gender, grade, and self-confidence in practice made a significant difference in the scores (p < 0.05).Practical Implications: Developing the self-regulated learning levels of nursing students can help increase the clinical practice performance of students by affecting their self-efficacy levels.

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“…Students find it difficult to comprehend some aspects of learning because of the prolonged use of digital devices (Cacayan, Baua, & Alvarado, 2020). Some researchers have studied developing students' personal qualities to improve the effectiveness of online learning (Gulley, Hall, Newsome, Sidle, & Simpson, 2021). For this reason, instructors have to pay more attention to students (Senft, Liebhauser, Tremschnig, Ferijanz, & Wladika, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Effective practices for increasing student's learning efficiency during the pandemic

Inna,

Olga,

Iryna

et al. 2023

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The study aims to investigate methods and tools for studying students’ learning efficiency in online learning conditions in specialties like “nursing” and “physical therapy and ergotherapy” during the pandemic. Data was collected from 412 students of universities in Ukraine and the Republic of Kazakhstan. A survey was carried out to assess such methods, tools, and moral values that inspired students innately and motivated them to study in an online learning environment, where students rated elements of Technology Adoption and Use of Effort Expectancy lower than other elements such as moral values as important in both specialties. The elements of Conformity and Tradition were also rated highly. Students also highly appreciated the importance of developing and improving the technical, structural, and regulatory elements of online learning, as well as fostering the value of a healthcare professional survey on elements to improve the effectiveness of training future healthcare professionals in an online format. This suggests that moral and professional values of education and an inner desire to be a high-level professional and quality communication between students and teachers promote quality education in conditions of limited access to clinical practice and online learning.

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Perceived self-efficacy among nursing students during a pandemic: A pilot study

Cited by 9 publications

References 5 publications

Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela

Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela

The relationships between self‐regulated learning in clinical nursing practice and self‐efficacy: A cross‐sectional study among nursing students

Effective practices for increasing student's learning efficiency during the pandemic

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