According to Bandura (1994), self-efficacy is defined as "the belief in one’s capabilities to organize and execute the courses of action required in managing prospective situations" (quoted by Pajaras, 1996, p. 543). Self-efficacy has long been theorized to increase job retention and success after graduation from a nursing program. In this study, the researchers explored whether high fidelity simulation during the senior semester of nursing school increases perceived self-efficacy among nursing students. We also evaluated the impact of stress levels on perceived self-efficacy. The study surveyed 135 senior BSN students from both traditional and accelerated programs a Southeastern Tennessee University using 15 items modified from pre-validated general self-efficacy and stress scales in a 7-point Likert-like scale format.
Results showed that high-fidelity simulation-based training increase perceived self-efficacy over time, with significant increases from pre-simulation scores to post capstone simulation experience scores. Stress levels were not correlated with self-efficacy in the study.
The information gleaned from this study has implications for nursing education and post-graduation job retention. The results suggest that high-fidelity simulation-based education is an effective way to increase self-efficacy in senior nursing students. Significance and limitations of the results are discussed, along with suggestions for future research.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:honors-1115 |
| Date | 01 December 2013 |
| Creators | Luckey-Smith, Kaitlyn Nora |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Undergraduate Honors Theses |
| Rights | Copyright by the authors., http://creativecommons.org/licenses/by-nc-nd/3.0/ |
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