The Predictive Strength of Students' Self-Efficacy, Problem Solving Skills to Perform Catheter Care

Abstract

The aim of this study was to determine the predictive strength of students' self-efficacy, problem-solving skills, and other characteristics in performing intravenous practices and monitor phlebitis and infiltration. Methods: This cross-sectional study was carried out with 736 third and fourth-year students studying at the Health Sciences Faculties of Balikesir and Sakarya universities. The data were collected using the Self-Efficacy Scale, Problem-Solving Inventory and Catheter Care and Infiltration Monitoring Questionnaire. Results: The participants' mean Catheter Care and Infiltration Monitoring Questionnaire score significantly and positively correlated with their mean Self-Efficacy Scale score on a moderate level (r=.25; p<.001) but significantly and negatively correlated with their mean Problem-Solving Inventory score on a moderate level (r=-.21; p<.001). In other words, because a low Problem-Solving Inventory score indicates that the person's problem-solving skill is high, the Care and Infiltration Monitoring Questionnaire score increased as the problem-solving skill increased. While the Self-Efficacy Scale predicted the year of study and catheter care and infiltration monitoring variables positively, the Problem-Solving Inventory predicted the satisfaction with the profession variable negatively. Conclusion: Self-efficacy, problem-solving, liking the profession, and year of study predict success in catheter care and infiltration monitoring. For this reason, guidance may be provided in the development of a comprehensive education system toward increasing students' problem-solving skills, self-efficacy, and professional knowledge and skills.

The Relationship between Self-Directed Learning and Problem-Solving Ability: The Mediating Role of Academic Self-Efficacy and Self-Regulated Learning among Nursing Students

“…It is very important in this study that academic self-efficacy has a mediating effect on the relationship between self-directed learning and problem-solving ability, consistent with the results from Zhang et al [6]. Academic self-efficacy was significantly positively correlated with self-regulated learning, self-directed learning, and problem-solving ability, consistent with the results from other studies [6,16,31,32]. This indicates that the higher the level of a nursing student's academic self-efficacy is, the higher the level of self-regulated learning, the level of self-directed learning, and the ability to solve problems will be.…”

“…This indicates that the higher the level of self-directed learning of a nursing student is, the higher their problem-solving ability will be; problem-solving ability was promoted by facilitating self-directed learning. This finding supports the previous findings [6,16]. Self-directed learning helps motivate the search for new data to evaluate and modify results achieved in the reflective judgment process [2,31].…”

“…However, it is not easy to improve problem-solving ability by simply using self-directed learning [15]. Therefore, it is necessary to identify whether another variable such as academic self-efficacy [16] or self-regulated learning [17], known to affect problem-solving ability, can be used to enhance problem-solving ability along with self-directed learning. Self-regulated learning is similar to self-directed learning but has a greater emphasis on constructive and cognitive processes [17].…”

“…As self-efficacy is effective to control learning, it can foster self-control. The higher the self-efficacy ability is, the higher the problem-solving ability will be [16].…”

Relationships between Nursing Students’ Skill Mastery, Test Anxiety, Self-Efficacy, and Facial Expressions: A Preliminary Observational Study

“…Self-efficacy may have protected the students from the negative effects of anxiety with respect to their academic performance [ 46 ], and may have partially mediated the relationship, which demonstrated that higher stress levels affected poorer academic performance during exams [ 47 ]. Particularly, higher self-efficacy was positively correlated with nursing students correctly performing cardiac compression skills [ 48 ], catheter care, and infiltration monitoring [ 49 ]. Although whether the emotions are negative or positive during specific situations does not completely affect the outcomes, the ways in which students manage their emotions could have an impact on the outcomes [ 50 ].…”