Factors Affecting The Perceived Self Efficacy Of Graduating Pre Licensure Nursing Students
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Factors Affecting The Perceived Self Efficacy Of Graduating Pre Licensure Nursing Students
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Author : Nicole Ruiz
language : en
Publisher:
Release Date : 2016
Factors Affecting The Perceived Self Efficacy Of Graduating Pre Licensure Nursing Students written by Nicole Ruiz and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with categories.
Due to an increasingly complex patient population, new graduate nurses are expected to enter the workforce and provide competent safe care in order to promote positive patient outcomes. Pre-licensure nursing education holds the responsibility for providing this population with the critical thinking and clinical self-efficacy necessary for the successful transition from student nurse to practicing Registered Nurse. Unsuccessful transition into this new role has been attributed to a gap between what is learned in school and the reality of nursing practice, the so called "theory-practice gap" leading to poor self-efficacy. In addition, it has been suggested that poor self-efficacy leads to high nurse turnover, medical errors, and nurses leaving the profession entirely. With a looming nursing shortage expected to reach 500,000 Registered Nurses by 2025, ensuring the nursing profession is hiring competent nurses with high self-efficacy is crucial. The purpose of this pilot cohort study was to evaluate the perceived self-efficacy of final semester pre-licensure nursing students before and after completing the required clinical precepted experience. Using a quantitative approach, senior baccalaureate nursing students were surveyed during their final semester, prior to beginning their required clinical precepted experience and again after completing all required clinical hours. Descriptive statistics were used to summarize survey responses while paired samples t-tests were used to evaluate pre and post-test scores. While no statistical significance was found, the variability in student responses to the survey increased, with some students' reporting improved self-efficacy while others remained the same or declined. The interepretation of findings needs caution due to the small sample size. The influence of the theory-practice gap on students' perceived self-efficacy and preparedness to enter the nursing workforce needs to be evaluated further.
Relationships Between Experiential Learning And Effects On Senior Nursing Students Self Efficacy And Knowledge
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Author : Shanna Akers
language : en
Publisher:
Release Date : 2015
Relationships Between Experiential Learning And Effects On Senior Nursing Students Self Efficacy And Knowledge written by Shanna Akers and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with Nursing students categories.
Preparing nursing students to transition into the professional registered nurse role is the task of nurse educators. These educators must train students to function in multiple nursing specialties post-graduation, to include critical care. As more nursing graduates enter into areas such as intensive care units and emergency rooms, nurse educators must prepare them to work with critically ill patients. Increased exposure to critical care clinical experiences and simulations may be one method to prepare them for these complex, high-acuity patient situations. In order to determine whether or not a relationship exists between increased hours of experience and effects on self-efficacy and knowledge, the Nursing Student Self-Efficacy Scale (NSSES) and the Basic Knowledge Assessment Test-8 (BKAT-8) was administered to senior nursing students in a Bachelor of Science in Nursing (BSN) pre-licensure program during their final semester. Hierarchical regression analysis evaluated each variable in the regression model. Control variables included age, gender, ethnicity, prior experience, and preferred initial job placement. Predictor variables (independent variables) were clinical hours and simulation hours. Data indicates a positive relationship for each predictive variable to both the NSSES and BKAT-8. Additionally, clinical hours and simulation hours do contribute to the overall predictive model for NSSES and BKAT-8 outcomes. Practical implications and suggestions for future research are addressed.
Factors Affecting Caring Efficacy
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Author : Elizabeth J. Baity
language : en
Publisher:
Release Date : 2005
Factors Affecting Caring Efficacy written by Elizabeth J. Baity and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Care of the sick categories.
The purpose of this nonexperimental pilot study was to explore caring efficacy in associate degree nursing students and the factors influencing its development. A convenience sample of 144 nursing students at various points in their education completed a self-report Caring Efficacy Scale (Coates, 1997). No significant difference was found between students at different points in the associate degree program. Graduating students were also asked one open-ended question: "To what or whom do you attribute the greatest contribution to your development of caring?" Graduating nursing students named family predominantly as having the greatest influence on their ability to care. Findings suggest family rather than curriculum has the greatest influence on caring in nursing students.
A Comparison Of The Perceptions Of Nursing Diploma Students And Preceptors With Respect To Levels Of Students Self Esteem During The Pre Graduate Consolidation Semester At Humber College Of Applied Arts And Technology
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Author : Sandy Leadbeater
language : en
Publisher:
Release Date : 1993
A Comparison Of The Perceptions Of Nursing Diploma Students And Preceptors With Respect To Levels Of Students Self Esteem During The Pre Graduate Consolidation Semester At Humber College Of Applied Arts And Technology written by Sandy Leadbeater and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1993 with Nursing students categories.
Dissertation Abstracts International
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Author :
language : en
Publisher:
Release Date : 2006
Dissertation Abstracts International written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with Dissertations, Academic categories.
Academic Factors That Contribute To Pre Licensure Nursing Student Persistence
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Author : Cecilia Flores
language : en
Publisher:
Release Date : 2014
Academic Factors That Contribute To Pre Licensure Nursing Student Persistence written by Cecilia Flores and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with Critical thinking categories.
The need for registered nurses is expected to grow exponentially in the next decade. As nurses retire and more Americans access the healthcare system, more than 400,000 nurses will be needed nationally (Auerbach, Buerhaus, &Staiger, 2011). Based on projections, by 2020, approximately 25,000 nursing students will need to graduate to the meet the state's need for nurses; in 2013, slightly more than 11, 000 candidates took NCLEX after successfully completing their nursing program (Texas Board of Nursing, 2014). Currently 70% of students admitted to a nursing program in Texas do not persist and graduate (Texas Higher Education Coordinating Board [THECB], 2006). To meet the increasing demand for nurses, identifying the essential academic supports that nursing students need to persist and graduate may increase the number of practicing nurses. A 14-item academic support tool was created to examine the association of academic support and pre-licensure nursing student persistence. Texas program deans and directors self-reported the academic support available to nursing students and their persistence rate in this descriptive correlational study. A persistence benchmark of 85% was set by the THECB (2006). Three types of support were evaluated: institutional support, pre-program support, and program support. Introductory courses that taught study skills and critical thinking skills, specialized lab that assisted with math skills, and the use of academic advisors prior to nursing school admission, as well as nursing faculty whose workload was student persistence in nursing school were associated with persistence. Conversely, when programs offered courses that taught test taking skills prior to nursing school and provided test prep sessions during nursing school, students were less likely to persist and graduate. Academic support contributed to nursing student persistence; interpretation of findings; implications for nursing education; and recommendations for future studies were reported.
Student Nurse Risk Perceptions Of Medication Administration Errors
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Author : Joanne Roman Jones
language : en
Publisher:
Release Date : 2021
Student Nurse Risk Perceptions Of Medication Administration Errors written by Joanne Roman Jones and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with categories.
BACKGROUND: Medication administration errors (MAEs) continue to be a significant safety concern in healthcare settings and are responsible for increased morbidity, mortality, and cost. Medication errors cause 1 out of 131 outpatient and 1 out of 854 inpatient deaths and are most common in the prescribing and administration phases. MAEs are attributed to diverse individual and systemic causes, including factors such as interruptions, shift length, and workload. Medication administration is a primary function of nurses; accordingly, the study of MAEs is vital to promote safe nursing practice and excellent patient care. Pre-licensure nursing education is a critical time period during which to impact future safe medication administration practices. However, there is limited research regarding factors contributing to student nurses' risk perceptions for MAEs or teaching strategies to mitigate the risk of MAEs. Perception of risk is known to influence decision making and behavior, including nursing clinical decision making. Clinical judgment (or clinical decision making) is necessary for safe patient care. Thus, an understanding of student nurses' perceptions of their own current and future risk for MAEs and the influence of their risk perceptions upon decision making is vital to developing targeted, effective pedagogical approaches to positively impact nursing practice, patient safety, and clinical outcomes. PURPOSE: The purpose of this study was to explore and describe pre-licensure nursing students' perceptions of risk for medication administration errors in fourth-year baccalaureate nursing students from three campuses at a central Pennsylvania university. This study aimed to: (1) explore pre-licensure nursing students' risk perceptions and self-efficacy beliefs related to medication administration error and (2) examine the relationship between pre-licensure nursing students' medication knowledge, personality traits (neuroticism and conscientiousness), and self-efficacy beliefs related to medication administration error. METHODS: In a mixed-methods, concurrent nested study, participants completed in-depth individual semi-structured interviews, a survey of demographics, and validated measures of self-efficacy, knowledge, and individual personality traits. Thematic analysis of qualitative data, descriptive and correlational analysis of quantitative data, and an analysis of the integrated data was conducted. RESULTS: The qualitative responses provided by the participants offered rich, detailed narratives indicating the nature of their risk perceptions for future medication administration errors. The following themes emerged: (1) the nature of risk perceptions; (2) more opportunities to learn; (3) experiences with medication administration error; and (4) intrinsic characteristics influence errors. The majority of knowledge scores were below the passing rate, whereas confidence/self-efficacy scores were high as compared to a recent study evaluating second-year nursing students. The participants, on average, scored higher on conscientiousness and lower in neuroticism as compared to nursing students and nurses in other studies. Conscientiousness was positively correlated with knowledge and negatively correlated with neuroticism. The quantitative data analysis indicated no relationship between knowledge and confidence/self-efficacy, conscientiousness and confidence/self-efficacy, neuroticism and confidence/self-efficacy, or neuroticism and knowledge. The mixed-methods analysis indicated a convergence in knowledge results, where the integrated data indicated an alignment between the knowledge scores and the expressed desires in the narratives for more opportunities to learn. The personality data also indicated a convergence, in that the quantitative conscientiousness and neuroticism scores aligned with the intrinsic characteristics qualitatively described by the participants as influential in medication administration errors. The mixed-methods analysis further indicated a divergence in the confidence/self-efficacy and risk perception results. While the quantitative results indicated a sample with moderate to high levels of confidence/self-efficacy, these same participants qualitatively expressed their fears and risk perceptions related to medication administration errors and the high likelihood that they themselves would make a medication administration error in the future. CONCLUSION: The results from this study provide a novel description of the nature of student nurse risk perceptions for future medication administration errors. Medication administration error events occur among nursing students, influence their risk perceptions, and impact their future planned professional behaviors. The findings from this study offer support for the critical nature of medication administration error education within the nursing education curriculum. Implications for nursing education, clinical practice, policy, and future research are also suggested as they relate to the study results.
Evidence Based Education In The Health Professions
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Author : Ted Brown
language : en
Publisher: CRC Press
Release Date : 2005-02-01
Evidence Based Education In The Health Professions written by Ted Brown and has been published by CRC Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-02-01 with Medical categories.
Evidence-based education is an attempt to find, critique and implement the highest quality research evidence that underpins the education provided to students.This comprehensive book presents concepts key to evidence-based education, learning and teaching, analysing a wide range of allied health professions in depth. It introduces unique, inspirati
Effects Of Mayfield S Four Questions M4q On Nursing Students Self Efficacy And Multiple Choice Test Scores
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Author : Linda Riggs Mayfield
language : en
Publisher:
Release Date : 2010
Effects Of Mayfield S Four Questions M4q On Nursing Students Self Efficacy And Multiple Choice Test Scores written by Linda Riggs Mayfield and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Nursing categories.
This study examined the effects of being taught the Mayfield's Four Questions multiple-choice test-taking strategy on the perceived self-efficacy and multiple-choice test scores of nursing students in a two-year associate degree program. Experimental and control groups were chosen by stratified random sampling. Subjects completed the 10-statement General Self-Efficacy survey and two additional statements based on guidelines by the survey authors and self-efficacy theorist Albert Bandura. The intervention consisted of weekly half-hour sessions to learn and practice M4Q. Survey data was statistically analyzed by group and by statement. Multiple-choice test scores were analyzed by group, level, test and test group. Statistically significant differences were found between the final experimental (n = 16) and control (n=17) groups in post-intervention perceived self-efficacy, change in perceived self-efficacy, specific self-efficacy factors, scores on the final standardized nursing test and the mean score of the predictor tests for the licensure examination. A significant correlation was found between the number of M4Q teaching sessions attended and 2nd year students' grades on two teacher-prepared tests. Results indicate the M4Q can have a positive effect on both self-efficacy and multiple-choice test performance. Suggestions for further research were discussed.
Factors Affecting Academic Performance
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Author : Julio Antonio González-Pienda
language : en
Publisher: Nova Science Publishers
Release Date : 2017
Factors Affecting Academic Performance written by Julio Antonio González-Pienda and has been published by Nova Science Publishers this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with Academic achievement categories.
Nowadays, society is constantly changing, and new ways of life are being developed by due to nonstop technological advancements. This generates changes in family, schools, the media, etc. New technologies are creating virtual environments to manage learning and academic achievement, and this is a new challenge to approach formal and informal education. In the last few decades, teachers, families, and educational administrators had very well-defined fields of action and roles to play. Now, these roles are disfigured, and influences from all agents are arguable and more difficult to face. At this current stage, problems sometimes appear that require different forms of intervention. Some of the problems are violence towards people; child abuse; drug abuse at increasingly early ages; integration problems due to immigration; dropping out of school; and typical problems related to student development, personality, disabilities, social and psychical maladjustment, teenagers socioaffective relationships, etc. Research on school success and failure has a long history, but there is still no agreement concerning the prevalence of these variables to explain academic achievement, the relationship between those variables, and which other variables modulate their level of impact. For many years, cognitive psychology has emphasized cognitive function as the most relevant for learning in school. However, recent studies highlight the importance of motivational and affective functions in building consistent models to explain learning and academic achievement. This change of perspective, from the classical cognitive model to a self-regulated learning model, has implied a new orientation in the research of the factors involved in school success and failure. Self-regulated learning models try to integrate students cognitive, socioaffective, and behavioral aspects. These models describe the different components involved in successful learning at all school stages, explaining reciprocal relationships between those components and directly relating learning to personal achievement, motivation, volition, and emotions. With this new paradigm, students not only contribute to strengthening their intelligence, but also their motivational and emotional qualities, all related to achieving personal balance. This book presents studies, ideas, and recommendations to shed light on the complex educational world. Education has limits and difficulties, but it is also the only instrument that can develop students potential into personal success.