Factors Affecting the Perceived Self-efficacy of Graduating Pre-licensure Nursing Students

Factors Affecting the Perceived Self-efficacy of Graduating Pre-licensure Nursing Students
Author: Nicole Ruiz
Publisher:
Total Pages:
Release: 2016
Genre:
ISBN: 9781369201031
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Due to an increasingly complex patient population, new graduate nurses are expected to enter the workforce and provide competent safe care in order to promote positive patient outcomes. Pre-licensure nursing education holds the responsibility for providing this population with the critical thinking and clinical self-efficacy necessary for the successful transition from student nurse to practicing Registered Nurse. Unsuccessful transition into this new role has been attributed to a gap between what is learned in school and the reality of nursing practice, the so called "theory-practice gap" leading to poor self-efficacy. In addition, it has been suggested that poor self-efficacy leads to high nurse turnover, medical errors, and nurses leaving the profession entirely. With a looming nursing shortage expected to reach 500,000 Registered Nurses by 2025, ensuring the nursing profession is hiring competent nurses with high self-efficacy is crucial. The purpose of this pilot cohort study was to evaluate the perceived self-efficacy of final semester pre-licensure nursing students before and after completing the required clinical precepted experience. Using a quantitative approach, senior baccalaureate nursing students were surveyed during their final semester, prior to beginning their required clinical precepted experience and again after completing all required clinical hours. Descriptive statistics were used to summarize survey responses while paired samples t-tests were used to evaluate pre and post-test scores. While no statistical significance was found, the variability in student responses to the survey increased, with some students' reporting improved self-efficacy while others remained the same or declined. The interepretation of findings needs caution due to the small sample size. The influence of the theory-practice gap on students' perceived self-efficacy and preparedness to enter the nursing workforce needs to be evaluated further.

Impact of Academic Coaching on Baccalaureate Nursing Students' Perceived Stress, Perception of the Academic Coaching Relationship, and Perception of Academic Success

Impact of Academic Coaching on Baccalaureate Nursing Students' Perceived Stress, Perception of the Academic Coaching Relationship, and Perception of Academic Success
Author: Pamela Barbara Lynn
Publisher:
Total Pages: 142
Release: 2017
Genre: Academic achievement
ISBN:
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Nursing students experience significant challenges related to rigorous academic demands and the nursing role in clinical practice. Academic coaching can be implemented to reduce stress experienced by nursing students and aid students in attaining successful academic outcomes and a positive educational experience. The purpose of this descriptive comparative and correlational study was to explore the impact of academic coaching on junior-level baccalaureate nursing students’ perceived stress, students’ perceptions of the coaching relationship, the relationship between perceptions of the coaching relationship and perceived level of student stress, and the impact of academic coaching on students’ perceptions of academic success. Faculty coaches and student participants met bi-weekly for one academic semester. Students’ perceived stress was measured pre- and post-coaching. Student perceptions of the coaching experience and perceptions of the influence of academic coaching on academic success were evaluated post coaching. Survey data was analyzed to identify associations between academic coaching and perceived stress and student perceptions of the coaching relationship. Examination of survey data included analysis of themes and similarities between student perceptions of academic coaching and its influence on perceived academic success. Correlational data analysis was used to identify relationships between student perceptions of academic coaching and perceived stress. Students had positive perceptions of the coaching relationship and the majority of students perceived academic coaching as contributing to and/or influencing academic success. There was no significant change in perceived student stress after academic coaching. The relationship of students’ perceptions of the coaching relationship and level of stress was not statistically significant. The results of this research study broaden understanding of the impact of academic coaching on nursing students and potential interventions to assist nursing students to have a positive educational experience.