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Undergraduate nursing student self-efficacy in patient education in a context-based learning program
Vivian Darkwah1, Carolyn Ross, Bev Williams
1University of Alberta, Edmonton, Alberta, Canada. vdarkwah@ualberta.ca
The Journal of Nursing Education
|June 30, 2011
Summary
Context-based learning (CBL) enhances nursing students' self-efficacy in patient education. Third-year students showed greater knowledge of smoking risks than first-year students, highlighting CBL's effectiveness.
Area of Science:
- Nursing Education
- Health Promotion
- Patient Education
Background:
- Patient education is key to reducing health risks and costs.
- Context-based learning (CBL) is favored in nursing education for boosting student confidence.
Purpose of the Study:
- To assess the impact of CBL on undergraduate nursing students' self-efficacy in patient education.
- To compare self-efficacy levels between first-year and third-year nursing students.
Main Methods:
- A comparative, quasi-experimental design was employed.
- Participants included 22 first-year and 36 third-year nursing students.
- The Health Promotion Disease Prevention Inventory (smoking, exercise, nutrition) was administered.
Main Results:
- A statistically significant difference was found in the smoking domain between first-year and third-year students.
- Third-year students demonstrated higher self-efficacy regarding smoking knowledge.
- Factual information on risk factors was identified as the most beneficial source for self-efficacy.
Conclusions:
- Context-based learning (CBL) effectively develops nursing students' self-efficacy in patient education.
- Curriculum should incorporate CBL to improve health promotion knowledge and skills.
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