Examination of Nursing Students’ Self Efficacy Regarding Their Clinical Performance
Makaleler > Tam Makale · 2022
Yazarlar: Meliha Pozam, Ayten ZAYBAK
DEÜHFED, Hakemli Üniversite Dergisi, Uluslararası, Scopus, 2022, cilt 15, ss 22-29
Özet
Background: In evaluating nursing education, it is important to evaluate students' self-efficacy regarding their clinical performance. Objectives: This is a descriptive study conducted to understand the performance on the self efficacy of nursery student studying in İzmir. Methods: Study was conducted on a group of second, third and fourth grader students of a nursery faculty between the dates April 1 and May 31 2018. 241 voluntarily participated students have created the main sample of the study. Individual introduction form and clinical performance self efficacy scale were used in the process of collecting the data. The data were analyzed in the SPSS 22.0 programme using the Mann Whitney U test, the Kruskal-Wallis test and the Spearman Line Difference Correlation Analysis tests. Results: The clinical performance self-efficacy scale item score average of the students participating in the study was found to be 80.21 ± 12.99 in total scale, 81.05 ± 12.85 in data collection, 78.13 ± 14.85 in diagnosis and planning, 82.2 ± 13.52 in practice and 78.22 ± 16.14 in evaluation. When the Clinical Performance Self-Efficacy Scale total scale and sub-dimension scores were examined according to the gender of the students, there was no statistically significant difference between the total and sub-dimension mean scores, and mean scores of the 4th graders in the total scale and in all sub-dimensions found to be higher than the 2nd and 3rd graders (p = .000). A statistically positive and low-level significant relationship was found between the students’ academic grade point average and the Clinical Performance Self-Efficacy Scale score averages (r = .24). Conclusion: It was observed that the students’ perceptions of self-efficacy in clinical performance were above the average, this result was affected by the class of education, while gender did not affect the self–efficacy perception regarding clinical performance.