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Related Experiment Videos

Teacher self-efficacy in new nurse educators.

K E Nugent1, M J Bradshaw, N Kito

  • 1School of Nursing, Medical College of Georgia, Augusta 30912-4732, USA.

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|August 18, 1999
PubMed
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New nurse educators with less than five years of experience show strong teacher self-efficacy. Formal education and prior experience significantly influence this self-efficacy, highlighting the need for effective faculty mentoring.

Area of Science:

  • Nursing Education
  • Faculty Development
  • Teacher Self-Efficacy

Background:

  • Teacher self-efficacy is crucial for effective nursing education.
  • New faculty members often face challenges in developing teaching confidence.
  • Understanding influencing factors is key for supporting early-career nurse educators.

Purpose of the Study:

  • To identify variables impacting teacher self-efficacy in nurse educators with ≤5 years of experience.
  • To examine the link between formal education and self-efficacy across various teaching domains.
  • To inform strategies for mentoring and supporting novice nursing faculty.

Main Methods:

  • Survey administered to 346 new nurse educators.
  • Multiple regression analysis used to assess influencing variables.

Related Experiment Videos

  • Focus on teaching domains: course preparation, instructor behavior, evaluation, and clinical teaching.

    • Main Results:

    • New nurse educators reported a strong sense of teacher self-efficacy.
    • Formal education courses were a significant predictor of self-efficacy.
    • Teaching experience (nursing and other fields) also positively influenced self-efficacy.
    • Specific teaching domains showed varying levels of self-efficacy.

    Conclusions:

    • Formal education and prior experience are vital for developing teacher self-efficacy in new nurse educators.
    • Targeted mentoring programs can enhance self-efficacy among early-career faculty.
    • Findings support the development of evidence-based faculty development initiatives.