The goal of this dissertation was to contribute to research on practical nursing students’ self-efficacy and the sources that build self-efficacy including mastery experience, vicarious learning, social persuasion, and physiological and affective states (Bandura, 1986). Specifically, the focus in this study was on students’ self-efficacy change and development through the measurement of students’ confidence in ability to engage in medical surgical simulations during the last semester of a practical nursing program. The results of this study revealed perceived self-efficacy did not change, but participants indicated an overall strong sense of efficacy to engage in medical surgical simulations. Additionally, students relied on all four sources that build self-efficacy (Bandura, 1986). In other words, students relied on personal perseverance in facing obstacles, sought the nursing faculty’s assistance and encouragement to perform well, observed and modeled their teachers’ behaviors, and successfully managed their physiological and emotional states. Strong self-efficacy was concluded to be a key factor in the success of practical nursing students. Thus, there is a need for future experimental and theory-driven studies that utilize the self-efficacy approach to reduce student attrition and contribute to academic and professional accomplishment of practical nursing students.
|Commitee:||Bishop, Steve, DeVore, Sherry, Lawler, Shirley|
|School Location:||United States -- Missouri|
|Source:||DAI-B 77/03(E), Dissertation Abstracts International|
|Subjects:||Nursing, Occupational psychology, Health education|
|Keywords:||Nursing, Practical nursing, Self-efficacy|
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