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Self-Efficacy and Graduate Education in a Nurse Anesthesia Program: A Pilot Study
F Scott Imus1, Shari Burns2, Donna M Weglarz3
1is an assistant professor at Midwestern University Nurse Anesthesia Program, Glendale, Arizona.
AANA Journal
|October 1, 2019
Summary
This study found that nursing students in their clinical year and those with higher clinical case loads reported lower self-efficacy. This highlights potential challenges in practical training for nursing students.
Area of Science:
- Nursing Education
- Psychology
- Healthcare Professions
Background:
- Self-efficacy is crucial for nursing students' ability to achieve independence in learning and clinical practice.
- Understanding factors influencing self-efficacy can inform educational strategies and support systems for nursing students.
- Previous research has explored self-efficacy in healthcare professionals, but specific focus on nursing students' transition from academic to clinical settings is needed.
Purpose of the Study:
- To examine the relationship between self-efficacy and demographic/outcome variables in nursing students.
- To identify how academic year and clinical caseload impact nursing students' self-efficacy.
- To assess nursing students' perception of their ability to achieve learning independence.
Main Methods:
- A descriptive correlational pilot study design was employed.
- The Schwarzer and Jerusalem General Self-Efficacy Scale was administered to first-year academic and second-year clinical nursing students.
- Data were collected on variables including academic/clinical year, clinical caseload, and years of experience.
Main Results:
- A significant negative association was found between academic year and self-efficacy, with clinical year students reporting lower self-efficacy than didactic year students.
- A significant negative association was observed between clinical caseload and self-efficacy, indicating higher caseloads correlated with lower self-efficacy.
- No significant associations were found with other demographic variables such as age, gender, or years since attending an academic program.
Conclusions:
- Transitioning to the clinical year and managing a higher clinical caseload may negatively impact nursing students' self-efficacy.
- Educational institutions should consider implementing targeted support to bolster self-efficacy during the clinical phase of nursing education.
- Further research is warranted to explore interventions that can enhance nursing students' self-efficacy in clinical environments.
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