-
International Nursing Review Sep 2016This study describes the development and validation of the Nursing Profession Self-Efficacy Scale.
AIM
This study describes the development and validation of the Nursing Profession Self-Efficacy Scale.
BACKGROUND
Self-efficacy can be useful in predicting performance, job satisfaction or well-being. In the nursing field, there is a shortage of studies on self-efficacy with regard to nurses' global confidence in coping ability across a range of everyday, challenging work situations.
METHODS
To define the theoretical framework of nursing professional self-efficacy, two focus groups and a literature review were performed. An empirical study was then conducted to test validity and reliability. Face and content validity, construct validity, concurrent validity, internal consistency and test-retest reliability were examined. The content validity index was evaluated by 12 experts who suggested deleting 11 redundant items. The final developed tool was tested for construct analysis using a cross-validation approach, randomly splitting the overall sample of 917 nurses in two sub-groups.
FINDINGS
The construct validity indicated two dimensions. The face and content validity were adequate. Test-retest reliability displayed a good stability, and internal consistency (Cronbach's α) was acceptable. Moreover, concurrent validity using the Generalized Self-Efficacy Scale was in line with the theoretical framework.
CONCLUSION
The scale showed evidence of validity and reliability. The major limitation is the strong influence of the Italian context in the tool development.
IMPLICATIONS FOR NURSING AND HEALTH POLICY
The Nursing Profession Self-Efficacy Scale could be a fruitful tool that facilitates the application of theories (i.e. social-cognitive theory) in the nursing field and even development of interventions. Furthermore, a measurement of self-efficacy could be used to predict nursing clinical performance.
Topics: Humans; Italy; Nurses; Psychometrics; Reproducibility of Results; Self Efficacy; Surveys and Questionnaires
PubMed: 27291103
DOI: 10.1111/inr.12291 -
Perspectives on Medical Education Apr 2018Self-efficacy is a theoretically and empirically robust motivation belief that has been shown to play an important role in the learning and development of new skills... (Review)
Review
INTRODUCTION
Self-efficacy is a theoretically and empirically robust motivation belief that has been shown to play an important role in the learning and development of new skills and knowledge. In this article, we critically review research on the self-efficacy beliefs of medical students, with a goal to evaluate the existing research and to strengthen future work. In particular, we sought to describe the state of research on medical student self-efficacy and to critically examine the conceptualization and measurement of the construct. Finally, we aimed to provide directions for future self-efficacy research.
METHODS
We critically reviewed 74 published articles that included measures of self-efficacy beliefs of medical students.
RESULTS
Our review showed that (a) research on the self-efficacy beliefs of medical students is growing and is becoming increasingly international, and (b) that nearly half (46%) of self-efficacy measures showed conceptual and operational flaws.
DISCUSSION
Our critical review of 74 research studies on self-efficacy of medical students found that although research in the field is increasing, nearly half of measures labelled as self-efficacy were incongruent with the conceptual guidelines set by self-efficacy experts. We provide five suggestions for future research on the self-efficacy of medical students.
Topics: Culture; Educational Measurement; Humans; Motivation; Self Efficacy; Students, Medical
PubMed: 29484552
DOI: 10.1007/s40037-018-0411-3 -
Medical Education Oct 2016To succinctly summarise five contemporary theories about motivation to learn, articulate key intersections and distinctions among these theories, and identify important...
OBJECTIVE
To succinctly summarise five contemporary theories about motivation to learn, articulate key intersections and distinctions among these theories, and identify important considerations for future research.
RESULTS
Motivation has been defined as the process whereby goal-directed activities are initiated and sustained. In expectancy-value theory, motivation is a function of the expectation of success and perceived value. Attribution theory focuses on the causal attributions learners create to explain the results of an activity, and classifies these in terms of their locus, stability and controllability. Social- cognitive theory emphasises self-efficacy as the primary driver of motivated action, and also identifies cues that influence future self-efficacy and support self-regulated learning. Goal orientation theory suggests that learners tend to engage in tasks with concerns about mastering the content (mastery goal, arising from a 'growth' mindset regarding intelligence and learning) or about doing better than others or avoiding failure (performance goals, arising from a 'fixed' mindset). Finally, self-determination theory proposes that optimal performance results from actions motivated by intrinsic interests or by extrinsic values that have become integrated and internalised. Satisfying basic psychosocial needs of autonomy, competence and relatedness promotes such motivation. Looking across all five theories, we note recurrent themes of competence, value, attributions, and interactions between individuals and the learning context.
CONCLUSIONS
To avoid conceptual confusion, and perhaps more importantly to maximise the theory-building potential of their work, researchers must be careful (and precise) in how they define, operationalise and measure different motivational constructs. We suggest that motivation research continue to build theory and extend it to health professions domains, identify key outcomes and outcome measures, and test practical educational applications of the principles thus derived.
Topics: Achievement; Goals; Humans; Learning; Motivation; Psychological Theory; Self Efficacy
PubMed: 27628718
DOI: 10.1111/medu.13074 -
Nursing Open Jan 2020To examine barriers to self-efficacy and strategies beyond traditional education that promote self-efficacy for patients living with chronic disease. The review... (Review)
Review
AIM
To examine barriers to self-efficacy and strategies beyond traditional education that promote self-efficacy for patients living with chronic disease. The review questions were as follows: (a) What are barriers to self-efficacy in patients experiencing chronic disease? and (b) What non-traditional strategies and programmes can be implemented by healthcare leaders to promote self-efficacy in patients with chronic disease?
DESIGN
Integrative review.
METHOD
Data sources searched were CINAHL, Google Scholar, Health Source, Academic Search Complete and PsycARTICLES published between January 2014-January 2018. Synthesis and thematic analyses were conducted on 24 articles.
RESULTS
Three themes were identified as barriers to self-efficacy: health literacy, access and support. Four prominent strategies were found to promote self-efficacy: self-management programmes, telehealth, mobile applications, gaming and social media. The findings indicate self-efficacy for patients with chronic conditions can improve with new interventions. Enhancing traditional education and boosting self-efficacy could increase treatment adherence and decrease cost.
Topics: Chronic Disease; Humans; Mobile Applications; Self Efficacy; Self-Management; Telemedicine
PubMed: 31871689
DOI: 10.1002/nop2.382 -
British Journal of Health Psychology May 2010Increasing self-efficacy is an effective method to increase physical activity. Despite this, the evidence concerning the most effective techniques to increase... (Meta-Analysis)
Meta-Analysis Review
PURPOSE
Increasing self-efficacy is an effective method to increase physical activity. Despite this, the evidence concerning the most effective techniques to increase self-efficacy in physical activity interventions has not been systematically reviewed. The aim of the present research is to systematically gather, and meta-analyse, intervention studies which aimed to increase self-efficacy for physical activity; to estimate the association between intervention techniques used, and change in self-efficacy achieved.
METHODS
A systematic database search was conducted for papers reporting lifestyle or recreational physical activity interventions. Published intervention studies explicitly targeting self-efficacy in order to change physical activity behaviour in 'healthy' adults were eligible for inclusion.
RESULTS
The search strategy identified 27 unique physical activity intervention studies, with a total of 5,501 participants. A significant, yet small, relationship between the interventions and changes in self-efficacy was found (mean d=0.16, p<.001). Owing to significant heterogeneity, moderator analyses were conducted, examining the association of changes in self-efficacy with whether or not specific intervention techniques were used. Interventions that included feedback on past or others' performance produced the highest levels of self-efficacy found in this review. Vicarious experience was also associated with higher levels of self-efficacy. Persuasion, graded mastery, and barrier identification were associated with lower levels of self-efficacy.
CONCLUSIONS
This meta-analysis forms an evidence base for which psychological techniques are most effective in increasing self-efficacy for physical activity. The results are presented in terms of recommendations for those developing interventions and directions for future research.
Topics: Health Knowledge, Attitudes, Practice; Health Promotion; Humans; Life Style; Motivation; Motor Activity; Recreation; Self Efficacy
PubMed: 19586583
DOI: 10.1348/135910709X461752 -
International Journal of Environmental... Dec 2022Clinicians find it challenging to engage with patients who engage in self-harm. Improving the self-efficacy of professionals who treat self-harm patients may be an...
Clinicians find it challenging to engage with patients who engage in self-harm. Improving the self-efficacy of professionals who treat self-harm patients may be an important step toward accomplishing better treatment of self-harm. However, there is no instrument available that assesses the self-efficacy of clinicians dealing with self-harm. The aim of this study is to describe the development and validation of the Self-Efficacy in Dealing with Self-Harm Questionnaire (SEDSHQ). This study tests the questionnaire's feasibility, test-retest reliability, internal consistency, content validity, construct validity (factor analysis and convergent validity) and sensitivity to change. The Self-Efficacy in Dealing with Self-Harm Questionnaire is a 27-item instrument which has a 3-factor structure, as found in confirmatory factor analysis. Testing revealed high content validity, significant correlation with a subscale of the Attitude Towards Deliberate Self-Harm Questionnaire (ADSHQ), satisfactory test-retest correlation and a Cronbach's alpha of 0.95. Additionally, the questionnaire was able to measure significant changes after an intervention took place, indicating sensitivity to change. We conclude that the present study indicates that the Self-Efficacy in Dealing with Self-Harm Questionnaire is a valid and reliable instrument for assessing the level of self-efficacy in response to self-harm.
Topics: Humans; Self Efficacy; Reproducibility of Results; Surveys and Questionnaires; Factor Analysis, Statistical; Self-Injurious Behavior; Psychometrics
PubMed: 36613114
DOI: 10.3390/ijerph20010788 -
Scientific Reports Nov 2023Growth mindsets and self-efficacy beliefs have been known to predict and promote resilience, challenge seeking, and improved outcomes in areas such as education and...
Growth mindsets and self-efficacy beliefs have been known to predict and promote resilience, challenge seeking, and improved outcomes in areas such as education and intelligence. However, little is known about the role of these two potentially influential beliefs in the context of type 2 diabetes (T2D), specifically in terms of whether and in which domains (i.e., beliefs toward general life, general health, or condition-specific domains) these beliefs-or lack thereof-is prevalent among individuals with T2D. Given the lifelong challenges that individuals with diabetes often encounter with managing their disease, many may slip into a conceding negative belief that their diabetes is "too difficult to control" or simply "out of their hands," inhibiting proactive self-management efforts. Results from our study (n = 893) revealed that individuals with T2D had a significantly lower growth mindset towards their blood glucose level and lower self-efficacy towards their general health, blood glucose, and cholesterol levels compared to those without T2D. Among participants with T2D, further analyses showed a pattern of higher HbA1c among those with lower growth mindsets and self-efficacy toward their general health or blood glucose level. These findings identify the belief-domains that may pose barriers to necessary self-care behaviors, informing future interventions to promote improved diabetes care and management.
Topics: Humans; Diabetes Mellitus, Type 2; Self Efficacy; Blood Glucose; Educational Status
PubMed: 37990071
DOI: 10.1038/s41598-023-47617-4 -
Currents in Pharmacy Teaching & Learning Apr 2022Pharmacy student proficiency in direct patient interactions is an integral component of the doctor of pharmacy curriculum. Service-learning experiences offer pharmacy... (Review)
Review
BACKGROUND
Pharmacy student proficiency in direct patient interactions is an integral component of the doctor of pharmacy curriculum. Service-learning experiences offer pharmacy students valuable opportunities to develop self-efficacy and empathy while serving communities with unmet needs. The objective of this review is to evaluate the impact of service-learning experiences on the self-efficacy and empathy of pharmacy and other health professions students.
METHODS
A narrative literature review was conducted using PubMed, ERIC, and CINAHL databases. Articles were included if they described the relationship between any health professions student service-learning experience and changes in self-efficacy and empathy. Articles were excluded if they involved simulation experiences, standardized patients, or international experiences.
RESULTS
A total of 11 relevant articles were identified, seven examined changes in student self-efficacy and six assessed student empathy. Articles included students representing seven health professions, with one eligible article in pharmacy. All articles investigating self-efficacy reported a positive impact of service learning on student confidence. Most articles focusing on empathy found that service learning had a positive impact on student empathy, and only one article noted a negative trend. Students with limited prior direct patient care experience had the greatest improvement in clinical confidence and empathy.
IMPLICATIONS
This review adds a new perspective to the literature by evaluating evidence-based service-learning models in pharmacy education. Offering additional structured service-learning opportunities for pharmacy students fosters self-efficacy and empathy while supporting communities with unmet needs. Future studies evaluating innovative service-learning models and methods of continuous assessment within the pharmacy curriculum are warranted.
Topics: Education, Pharmacy; Empathy; Humans; Learning; Self Efficacy; Students, Pharmacy
PubMed: 35483822
DOI: 10.1016/j.cptl.2022.03.002 -
International Journal of Environmental... Dec 2022Finding and retaining employment significantly challenges individuals with autism spectrum disorder (ASD). The employment rates of individuals with ASD are described as...
Finding and retaining employment significantly challenges individuals with autism spectrum disorder (ASD). The employment rates of individuals with ASD are described as extremely low, barred by various environmental, occupational, and personal factors. Illness identity is how a person's health condition integrates with their identity and daily life and relates to self-esteem, employment, and quality of life. Adults with ASD may experience challenges developing positive identities within social and work environments, but illness identity has not been studied among this population. This study examines the autism identity of adults with ASD and the relationships to their self-reported work-related self-efficacy and quality of life. Seventeen participants aged 19-47 years diagnosed with ASD completed the Illness Identity Questionnaire, Work-Related Self-Efficacy Scale and World Health Organization Quality of Life Assessment. Participants reported significantly higher autism acceptance feelings. Negative feelings about living with autism were significantly correlated to lower work-related self-efficacy. Higher levels of enrichment feelings were significantly associated with a higher quality of life. These findings highlight the effect of illness identity on the work-related self-efficacy and quality of life among individuals with ASD. Allied health professionals and educators can assist these individuals in raising their awareness of how they perceive their autism, and in promoting its positive perception.
Topics: Humans; Adult; Autistic Disorder; Autism Spectrum Disorder; Quality of Life; Self Efficacy; Self Concept
PubMed: 36612444
DOI: 10.3390/ijerph20010122 -
Journal of Interpersonal Violence Apr 2023Literature on anti-bullying programs shows a growing consensus about promoting victims and bystanders' self-efficacy against bullying, but provides no theoretical model...
Literature on anti-bullying programs shows a growing consensus about promoting victims and bystanders' self-efficacy against bullying, but provides no theoretical model nor measurement scale to assess the extent of achieving this aim. The current research aims to address these theoretical and empirical gaps by proposing the Dublin Anti-Bullying Self-Efficacy Models and Scales, using a convenience sample of 14-year-old students in Ireland ( = 1,100). After establishing both content and face validity, four separate scales were tested to measure anti-bullying self-efficacy beliefs among offline victims (20-item), online victims (20-item), offline bystanders (20-item), and online bystanders (20-item). Thereafter, four separate exploratory factor analyses of the scale items were followed by reflective measurement analyses of their internal consistency and construct (convergent and discriminant) validity. Results indicated sufficient psychometric properties of each scale measuring five dimensions of anti-bullying self-efficacy: recognition, emergency comprehension, responsibility, knowledge, and intervention. Further research is needed to test the proposed model and scale for assessing effectiveness of an anti-bullying program in promoting self-efficacy beliefs.
Topics: Humans; Adolescent; Self Efficacy; Crime Victims; Bullying; Social Behavior; Students
PubMed: 36181318
DOI: 10.1177/08862605221127193