Self-Efficacy and Self-Esteem in Third-Year Pharmacy Students

Abstract

Objective. To identify the experiential and demographic factors affecting the self-efficacy and selfesteem of third-year pharmacy (P3) students. Methods. A 25-item survey that included the Rosenberg Self-Esteem Scale and the General SelfEfficacy Scale, as well as types and length of pharmacy practice experiences and demographic information was administered to doctor of pharmacy (PharmD) students from 5 schools of pharmacy in New England at the completion of their P3 year. Results. The survey response rate was approximately 50% of the total target population (399/820). Students with a grade point average (GPA)$3.0 demonstrated a higher significant effect from unpaid introductory pharmacy practice experiences (IPPEs) on their self-efficacy scores ( p,0.05) compared to students with lower GPAs. Students who had completed more than the required amount of pharmacy experiences had higher levels of self-efficacy and self-esteem ( p,0.05). Ethnicity also was related to students' levels of self-efficacy and self-esteem. Conclusion. Self-efficacy and self-esteem are two important factors in pharmacy practice. Colleges and schools of pharmacy should ensure that students complete enough practice experiences, beyond the minimum of 300 IPPE hours, as one way to improve their self-efficacy and self-esteem.

Building Self-Esteem through Work-Integrated Learning

“…According to [12] WIL empowers the students as it equips them with the ability to fathom not just the complexities of the working environment, but also to understand themselves better, in relations to their strengths and weaknesses. This was further supported by [13] in his study on graduating pharmaceutical students where it was discovered that high level of self-esteem and self-efficacy enable the students to perform his job with confidence. Therefore the study contends that WIL not only provides university students with the necessary soft skills to enhance their employability and make them attractive for prospective employers, but most importantly, the acquisition of these soft skills will also lead to the enhancement of the students' self-esteem.…”

Early Clinical Experiences for Second-Year Student Pharmacists at an Academic Medical Center

“…Yorra et al also reported the benefits of engaging students in early and noncurricular practice experiences, specifically noting improved student self-efficacy. 22 Further, in a recent national survey of nearly 400 pharmacy directors, only 30% of respondents indicated student pharmacists were involved with transitions of care activities like medication histories and reconciliation, indicating that opportunities to integrate student pharmacists into models of care exist. 23 This model is also consistent with objectives for the PPMI, which highlight engaging students in mutually beneficial practice experiences.…”

Self-Esteem and Anxiety Level of Students at the Technological Educational Institute of Athens–Planning of Interventions

“…Therefore, cooperation with teachers would be important in order to help students learn how to set realistic goals, how to respond to failures and how to gain feedback from their mistakes until they achieve their goals [61]. Students' familiarity with active study and selfregulated learning techniques can enhance both their academic development and their self-esteem [58,62,63] and it would be better to start early in the student life in order to have enough time for the relevant skills to be acquired and consolidated [64,65].…”