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Journal of Advanced Nursing Jun 2021To provide an overview of the parental, child, and socio-contextual factors related to general parenting self-efficacy (PSE) in the general population. (Review)
Review
AIMS
To provide an overview of the parental, child, and socio-contextual factors related to general parenting self-efficacy (PSE) in the general population.
DESIGN
Systematic review.
DATA SOURCES
Medline Ovid, Web of Science, Embase, and PsycINFO Ovid were systematically searched for studies published between January 1980-June 2020.
REVIEW METHODS
Studies were included if they described associations between factor(s) and PSE among parents of children aged 0-18 years old in the general population, and published in an English language peer-reviewed journal. Studies with participants from specific populations, studies describing the development of instruments for PSE, qualitative studies, reviews, theses, conference papers and book chapters were excluded. Belsky's process model of parenting guided the data synthesis.
RESULTS
Of 3,819 articles, 30 articles met the inclusion criteria. Eighty-nine factors were identified. There was evidence of associations between child temperament, maternal parenting satisfaction, parenting stress, maternal depression, household income, perceived social support and PSE. Evidence was inconsistent for an association of educational level, parity, number of children in the household and PSE in mothers. There was no evidence of an association for child gender, age, marital status and PSE in both mothers and fathers; ethnicity, age, employment status in mothers; household income in fathers; and educational level, parenting fatigue in parents.
CONCLUSION
A range of factors studied in relation to PSE was identified in this systematic review. However, the majority of the factors was reported by one or two studies often implementing a cross-sectional design.
IMPACT
There is some evidence for an association between some potentially modifiable factors and PSE in the general population, this information may be used by health and social professionals supporting child health and well-being. Future longitudinal studies are recommended to study parental, child and socio-contextual factors associated with PSE to inform the development of intervention strategies.
Topics: Adolescent; Child; Child, Preschool; Cross-Sectional Studies; Fathers; Female; Humans; Infant; Infant, Newborn; Male; Mothers; Parenting; Parents; Pregnancy
PubMed: 33590585
DOI: 10.1111/jan.14767 -
Health Promotion International Oct 2022Refusal self-efficacy protects against risky health behavior. Digital interventions have the potential to support self-efficacy due to the enactive experience provided...
Refusal self-efficacy protects against risky health behavior. Digital interventions have the potential to support self-efficacy due to the enactive experience provided by digital technologies. The aim of this systematic literature review was to evaluate the evidence of digital interventions to support refusal self-efficacy in child and adolescent health promotion. Following the Cochrane Collaboration guidelines, five electronic databases were searched from 2009 to 2020. The studies were assessed by two independent reviewers according to the eligibility criteria. Eligible studies were included in the review, assessed for risk of bias, synthesized narratively and assessed for evidence quality with the GRADE approach. Twenty-three studies, that examined 18 different interventions, were included in the review. The interventions included various digital elements as means to support the child and adolescent refusal self-efficacy (e.g. games, videos, feedback and activities for regulating feelings). The interventions improving refusal self-efficacy were more often used at home setting and addressed the four sources of self-efficacy with different digital elements regardless of intervention duration and intensity. Although the results on intervention effects varied and the evidence quality remained low, the overall evidence concerning these interventions was encouraging. Based on the subgroup analysis, the results were mainly encouraging among girls. When these interventions are implemented in health promotion, their benefits and weaknesses need to be considered comprehensively. The results provide information for designing and developing digital interventions to support child and adolescent refusal self-efficacy. Further research with larger sample sizes and more rigorous study designs is needed to strengthen the evidence of these interventions.
Topics: Adolescent; Adolescent Health; Child; Family; Female; Health Promotion; Humans; Self Efficacy
PubMed: 36166268
DOI: 10.1093/heapro/daac085 -
Frontiers in Psychology 2023Although academic self-concept plays a crucial role in promoting students' education, there is a paucity of studies simultaneously exploring the gender-moderated effects...
UNLABELLED
Although academic self-concept plays a crucial role in promoting students' education, there is a paucity of studies simultaneously exploring the gender-moderated effects of academic self-concept. This study aimed to explore gender-moderated effects of academic self-concept on achievement, motivation, performance, and self-efficacy. With Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocol (PRISMA-P) and STARLITE criteria, this study screened and assessed the retrieved literature, finally including 53 studies. It was concluded that academic self-concept exerted a positive influence on improving achievement, enhancing motivation, ameliorating performance, and boosting self-efficacy. It should also be noted that interrelations between academic self-concept and other educational constructs may be much more complicated than expected since gender disparities may moderate the effects of academic self-concept. Gender discrepancies in academic self-concept could account for the gap between male students and female students in subject-specific achievement, motivation, performance, and self-efficacy, especially in STEM courses. Teaching interventions and educational policies should be taken to enhance female students' STEM courses self-concept. Future studies should promote educational equality, highlight academic self-concept of special groups, and enhance academic self-concept in online learning.
SYSTEMATIC REVIEW REGISTRATION
https://osf.io/uxjnv/?view_only=b10db44d34154d96a361c159ca15a5b5.
PubMed: 37057158
DOI: 10.3389/fpsyg.2023.1136141 -
Journal of Advanced Nursing Mar 2022Explore the evidence from randomized controlled trials for the effect of self-management interventions on quality of life, self-management skills and self-efficacy, and... (Meta-Analysis)
Meta-Analysis Review
AIMS
Explore the evidence from randomized controlled trials for the effect of self-management interventions on quality of life, self-management skills and self-efficacy, and to explore which intervention characteristics are associated with effectiveness.
DESIGN
Systematic review.
DATA SOURCES
A search of the literature was conducted in these databases: MEDLINE (OVID), EMBASE (OVID) and PsychINFO (OVID) from January 2000 to February 2020.
REVIEW METHODS
Studies were included if participants had a bowel stoma, were over the age of 18 and the design was a randomized controlled trial of a self-management programme. The outcome measures for this review were quality of life, self-management skills and self-efficacy. The Behaviour Change Technique Taxonomy was used to code interventions for underlying components and alongside other intervention characteristics, associations with improvements in outcomes were explored.
RESULTS
The search identified 3141 articles, 16 of which were eligible. A meta-analysis of self-efficacy scores from five studies (N = 536) found an improvement in those that received the self-management intervention at follow-up with a 12-point mean difference compared with the usual care group. Effects on quality of life and self-management skills were mixed, and meta-analyses of these data were not possible. Across 13 studies an average of 10 behaviour change techniques were used with, credible source (e.g. nurse, doctor, therapist) (n = 13), instruction on how to perform the behaviour (n = 13), demonstration of the behaviour (n = 12) used most often. The behaviour change technique of self-monitoring was associated with an improvement in quality of life. The involvement of a nurse was associated with higher self-efficacy and self-management skills.
CONCLUSION
This review suggests that self-management interventions can increase peoples' self-efficacy for managing their stoma.
IMPACT
A standardized approach to the reporting of interventions and the measures used is needed in future studies to better understand the effect on quality of life and self-management skills.
Topics: Adult; Allied Health Personnel; Humans; Middle Aged; Outcome Assessment, Health Care; Quality of Life; Randomized Controlled Trials as Topic; Self Efficacy; Self-Management
PubMed: 34708416
DOI: 10.1111/jan.15085 -
Implementation Science : IS Sep 2023Evidence-based practice (EBP) is well known to most healthcare professionals. Implementing EBP in clinical practice is a complex process that can be challenging and... (Review)
Review
BACKGROUND
Evidence-based practice (EBP) is well known to most healthcare professionals. Implementing EBP in clinical practice is a complex process that can be challenging and slow. Lack of EBP knowledge, skills, attitudes, self-efficacy, and behavior can be essential barriers that should be measured using valid and reliable instruments for the population in question. Results from previous systematic reviews show that information regarding high-quality instruments that measure EBP attitudes, behavior, and self-efficacy in various healthcare disciplines need to be improved. This systematic review aimed to summarize the measurement properties of existing instruments that measure healthcare professionals' EBP attitudes, behaviors, and self-efficacy.
METHODS
We included studies that reported measurement properties of instruments that measure healthcare professionals' EBP attitudes, behaviors, and self-efficacy. Medline, Embase, PsycINFO, HaPI, AMED via Ovid, and Cinahl via Ebscohost were searched in October 2020. The search was updated in December 2022. The measurement properties extracted included data on the item development process, content validity, structural validity, internal consistency, reliability, and measurement error. The quality assessment, rating of measurement properties, synthesis, and modified grading of the evidence were conducted in accordance with the COSMIN methodology for systematic reviews.
RESULTS
Thirty-four instruments that measure healthcare professionals' EBP attitudes, behaviors or self-efficacy were identified. Seventeen of the 34 were validated in two or more healthcare disciplines. Nurses were most frequently represented (n = 53). Despite the varying quality of instrument development and content validity studies, most instruments received sufficient ( +) ratings on content validity, with the quality of evidence graded as "very low" in most cases. Structural validity and internal consistency were the measurement properties most often assessed, and reliability and measurement error were most rarely assessed. The quality assessment results and overall rating of these measurement properties varied, but the quality of evidence was generally graded higher for these properties than for content validity.
CONCLUSIONS
Based on the summarized results, the constructs, and the population of interest, several instruments can be recommended for use in various healthcare disciplines. However, future studies should strive to use qualitative methods to further develop existing EBP instruments and involve the target population.
TRIAL REGISTRATION
This review is registered in PROSPERO. CRD42020196009. Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020196009.
Topics: Humans; Attitude of Health Personnel; Evidence-Based Practice; Reproducibility of Results; Self Efficacy; Systematic Reviews as Topic
PubMed: 37705031
DOI: 10.1186/s13012-023-01301-3 -
Frontiers in Psychology 2022Self-efficacy is an integral part of personal factors that contributes substantially to students' success in mathematics. This review draws on previous intervention...
Self-efficacy is an integral part of personal factors that contributes substantially to students' success in mathematics. This review draws on previous intervention studies to identify, describe, and expose underlying mechanisms of interventions that foster mathematics self-efficacy. The findings show that effective mathematics self-efficacy interventions can be categorized into three categories using their underlying mechanisms: those that directly manipulate sources of self-efficacy to foster the construct, and those that either embed self-efficacy features in teaching methods or in learning strategies. Specific examples of interventions that fall in each of these three categories are described including their features and the underlying mechanisms that improve students' mathematics self-efficacy. I argue for the two "most effective" interventions that foster mathematics self-efficacy and their relevance to either pre-university or university students with implications for teaching and learning of mathematics.
PubMed: 36225698
DOI: 10.3389/fpsyg.2022.986622 -
BMC Public Health Feb 2024The Breastfeeding Self-Efficacy Scale and its short-form were developed in Canada and have been used internationally among numerous maternal populations. However, the...
BACKGROUND
The Breastfeeding Self-Efficacy Scale and its short-form were developed in Canada and have been used internationally among numerous maternal populations. However, the psychometric properties of the scales have not been reviewed to confirm their appropriateness in measuring breastfeeding self-efficacy in culturally diverse populations. The purpose of this research was to critically appraise and synthesize the psychometric properties of the scales via systematic review.
METHODS
The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. Three databases (EMBASE, MEDLINE, and PsycINFO) were searched from 1999 (original publication of the Scale) until April 27, 2022. The search was updated on April 1, 2023. Studies that assessed the psychometric properties of the BSES or BSES-SF were included. Two researchers independently extracted data and completed the quality appraisals.
RESULTS
Forty-one studies evaluated the psychometrics of the BSES (n = 5 studies) or BSES-SF (n = 36 studies) among demographically or culturally diverse populations. All versions of the instrument demonstrated good reliability, with Cronbach's alphas ranging from .72 to .97. Construct validity was supported by statistically significant differences in mean scores among women with and without previous breastfeeding experience and by correlations between the scales and theoretically related constructs. Predictive validity was demonstrated by statistically significant lower scores among women who ultimately discontinued breastfeeding compared to those who did not.
CONCLUSION
The BSES and BSES-SF appear to be valid and reliable measures of breastfeeding self-efficacy that may be used globally to (1) assess women who may be at risk of negative breastfeeding outcomes (e.g., initiation, duration and exclusivity), (2) individualize breastfeeding support, and (3) evaluate the effectiveness of breastfeeding interventions.
Topics: Female; Humans; Psychometrics; Breast Feeding; Self Efficacy; Reproducibility of Results; Surveys and Questionnaires
PubMed: 38419045
DOI: 10.1186/s12889-024-17805-6 -
Nurse Education in Practice Jan 2023To conduct a systematic review and synthesis of qualitative studies to explore the significant factors that enhance midwifery students' learning experiences and... (Review)
Review
AIM
To conduct a systematic review and synthesis of qualitative studies to explore the significant factors that enhance midwifery students' learning experiences and development of self-efficacy in clinical placement.
BACKGROUND
Midwifery education programs leading to registration as a midwife require students to achieve academic, clinical, and professional competence. Clinical placement comprises a significant part of the program as students work and are assessed under the direct supervision of the Registered Midwife or preceptor. This learning and teaching partnership aims to enable the transfer of knowledge, skills, and behavior, i.e., competence, while providing the opportunity for students to become socialized into the midwifery practice culture. Against this background, characterized by the shortage of midwives, declining fertility rates, and a stressful environment, students learn to become a midwife and develop self-efficacy. Self-efficacy is the belief in one's ability to master challenges, which is described as a component in learning theories. There seems to be a need to identify factors that contribute to this development.
DESIGN
A qualitative systematic literature review.
METHOD
A systematic database search was conducted to identify primary peer reviewed qualitative literature published between 2000 and 2021 that has explored what enhances midwifery students' learning during their clinical placement. The databases searched included CINAHL (EBSCO), Medline (Ovid), Embase (Ovid), PsycINFO (Ovid), JBI Joanna Briggs Institute (Ovid), SveMed+ , and Web of Science. The search yielded a total of 354 results, of which 22 met the inclusion criteria. The relevant findings from the 22 studies were thematically analyzed and presented in the results.
RESULTS
The analysis revealed two descriptive themes - 'A nurturing relationship' and 'Predictability in the learning process, contextual factors. In addition, one analytic theme emerged - 'Gaining access to and belonging in an enabling educational and working culture'.
CONCLUSION
The relationship with the preceptor is a prerequisite for midwife students learning process and achievement of self-efficacy. A learning culture appears to be the fertile ground in which midwife students thrive and where they develop the self-efficacy needed to meet the demands of clinical placement.
Topics: Pregnancy; Humans; Female; Midwifery; Self Efficacy; Students, Nursing; Qualitative Research; Learning
PubMed: 36462273
DOI: 10.1016/j.nepr.2022.103510 -
Pain Research & Management 2022Knee osteoarthritis (KOA) is a high incidence chronic joint disease that seriously affects patients' quality of life, and current treatment methods have limited... (Meta-Analysis)
Meta-Analysis Review
BACKGROUND
Knee osteoarthritis (KOA) is a high incidence chronic joint disease that seriously affects patients' quality of life, and current treatment methods have limited efficacy. Self-management may be an effective strategy for KOA, and clinicians have been showing increased interest recently. However, the effectiveness of self-management for KOA remains controversial.
PURPOSE
This study aims to systematically evaluate the effectiveness of self-management for KOA.
METHODS
We screened articles published in MEDLINE, Cochrane Library, EMBASE, and Web of Science until September 17, 2021. The main outcomes included pain, knee function, stiffness, WOMAC (total), physical function, arthritis self-efficacy (ASE-pain), arthritis self-efficacy (ASE-other symptoms), mental health, and quality of life.
RESULTS
Thirteen randomized controlled trials (RCTs) were finally included ( = 1610). Meta-analysis showed differences in pain, knee function, stiffness, ASE-pain, ASE-other symptoms, mental health, and quality of life between the self-management and control groups. Of the nine outcomes evaluated, four were highly heterogeneous, and the quality of evidence ranged from very low to moderate.
CONCLUSION
The meta-analysis results showed that self-management might help improve the pain, knee function, stiffness, ASE, mental health, and quality of life in patients with KOA. However, it has no significant effect on WOMAC (total) and physical function. Considering that this study has some limitations, we cannot draw clear conclusions based on the results of this study. Nevertheless, we offer much needed insight and encourage more rigorously designed and implemented RCTs in the future to substantiate our conclusions.
Topics: Humans; Knee Joint; Osteoarthritis, Knee; Pain Management; Randomized Controlled Trials as Topic; Self-Management
PubMed: 35281344
DOI: 10.1155/2022/2681240 -
Obstetrics and Gynecology International 2021Self-efficacy is an important psychological and motivational factor in breastfeeding, and it is a valuable framework that predicts breastfeeding outcomes and...
BACKGROUND
Self-efficacy is an important psychological and motivational factor in breastfeeding, and it is a valuable framework that predicts breastfeeding outcomes and demonstrates maternal confidence in breastfeeding. The meta-analysis evaluated the effectiveness of educational interventions on improving breastfeeding self-efficacy (BSE).
METHODS
The English and Persian databases including Medline, Embase, Cochrane Database of Systematic Reviews (CDSR), PubMed, Web of Science, Scopus, CINAHL, Sid, IRANDOC, and Marg-Iran were systematically searched for studies published from January 2005 to December 2020. The quality of studies was evaluated using the Cochrane risk of bias tool and the heterogeneity by statistic. The extracted data were analyzed using RevMan 5 statistical software and presented using random effects standardized mean difference (SMD). The funnel plot was used for evaluating publication bias.
RESULTS
Results from 40 RCTs showed that educational intervention had a positive effect on the BSE compared with the usual/standard care (pooled SMD = 1.20; 95% CI = 0.75-1.64, value <0.001). The subgroup analysis indicated that the educational intervention was based on theory, group class format, direct method education, during the first week of postpartum, doing during pregnancy, on primiparous women, and health center setting, and the Asian region has a more effect on BSE than the others.
CONCLUSION
Breastfeeding education is considered an influential factor in the improvement of BSE. It is recommended that breastfeeding education should be continued for several weeks after childbirth for gaining its benefit. The Asian region has a more effect on BSE than the others. Therefore, it is important to add the values in content of education in each country.
PubMed: 34422058
DOI: 10.1155/2021/5522229