Self-Efficacy in Nursing Competencies during Students’ Clinical Practicum: The Development of a Self-Assessment Scale
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants and Data Collection
2.2. Ethical Considerations
2.3. Data Analysis
3. Results
3.1. Reliability and Exploratory Factor Analysis (EFA)
3.2. Confirmatory Factor Analysis (CFA)
3.3. Inferential Analysis
4. Discussion
Limitations
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Public Involvement Statement
Guidelines and Standards Statement
Use of Artificial Intelligence
Acknowledgments
Conflicts of Interest
References
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Gender | Age Range (Years) | ||||
---|---|---|---|---|---|
19–24 | 25–30 | 31–40 | >40 | Total | |
Female | 858 (60.6%) | 235 (16.6%) | 89 (6.3%) | 21 (1.5%) | 1203 (85%) |
Male | 119 (8.4%) | 66 (4.7%) | 17 (1.2%) | 11 (0.7%) | 213 (15%) |
Employed | 174 (12.3%) | 86 (6.1%) | 48 (3.4%) | 21 (1.5%) | 329 (23.3%) |
Total | 977 (69%) | 301 (21.3%) | 106 (7.5%) | 32 (2.2%) | 1416 |
Self-Efficacy Expectations in Nursing Competencies | Component | 1 | 2 | 3 | 4 |
---|---|---|---|---|---|
1. Intervention | 0.836 | 1 | |||
2. Critical Thinking | 0.834 | 0.683 * | |||
3. Communication | 0.715 | 0.553 * | 0.619 * | ||
4. Knowledge | 0.622 | 0.571 * | 0.552 * | 0.397 * | |
5. Ethics of Care | 0.638 | 0.552 * | 0.493 * | 0.529 * | 0.339 * |
Model | Satorra–Bentler χ2 1 | df | NFI Robust | NNFI Robust | CFI Robust | RMSEA Robust |
---|---|---|---|---|---|---|
Model 1: Four correlated factors | 595.51 | 164 | 0.870 | 0.887 | 0.902 | 0.061 (0.056, 0.066) |
Model 2: Five correlated factors | 505.32 | 160 | 0.890 | 0.907 | 0.922 | 0.055 (0.050, 0.061) |
Factors | Academic Year | N | σ | df | Kruskal–Wallis Test | Ɛ2R | ||
---|---|---|---|---|---|---|---|---|
H | p | |||||||
Communication | 1. Second | 607 | 8.38 | 1.06 | 2 1413 1416 | 8.57 | 0.014 | 0.006 |
2. Third | 613 | 8.31 (3) | 1.06 | |||||
3. Fourth | 196 | 8.56 (2) | 1.02 | |||||
Total | 1416 | 8.37 | 1.06 | |||||
Critical Thinking | 1. Second | 607 | 7.79 (2) (3) | 1.13 | 2 1413 1416 | 35.64 | 0.001 | 0.023 |
2. Third | 613 | 7.95 (1) (3) | 1.02 | |||||
3. Fourth | 196 | 8.29 (1) (2) | 0.87 | |||||
Total | 1416 | 7.93 | 1.06 | |||||
Intervention | 1. Second | 607 | 8.11 (3) | 1.16 | 2 1413 1416 | 20.20 | 0.001 | 0.014 |
2. Third | 613 | 8.24 (3) | 1.07 | |||||
3. Fourth | 196 | 8.50 (1) (2) | 0.99 | |||||
Total | 1416 | 8.22 | 1.10 | |||||
Knowledge | 1. Second | 607 | 6.56 (2) (3) | 1.94 | 2 1413 1416 | 62.36 | 0.001 | 0.049 |
2. Third | 613 | 7.09 (1) (3) | 1.52 | |||||
3. Fourth | 196 | 7.68 (1) (2) | 1.29 | |||||
Total | 1416 | 6.94 | 1.73 | |||||
Ethics of Care | 1. Second | 607 | 8.80 (3) | 0.97 | 2 1413 1416 | 22.47 | 0.001 | 0.014 |
2. Third | 613 | 8.87 (3) | 1.05 | |||||
3. Fourth | 196 | 9.16 (1) (2) | 0.84 | |||||
Total | 1416 | 8.88 | 1.00 |
Factors | Age Ranges | N | σ | df | Kruskal–Wallis Test | Ɛ2R | ||
---|---|---|---|---|---|---|---|---|
H | p | |||||||
Communication | 1. 19–24 | 977 | 8.33 (3) (4) | 1.04 | 3 1413 1416 | 14.55 | 0.002 | 0.010 |
2. 25–30 | 301 | 8.41 (4) | 1.09 | |||||
3. 31–40 | 106 | 8.58 (1) | 1.04 | |||||
4. >40 | 32 | 8.71 (1) (2) | 1.35 | |||||
Total | 1416 | 8.37 | 1.06 | |||||
Critical Thinking | 1. 19–24 | 977 | 7.89 (2) | 1.02 | 3 1413 1416 | 7.00 | 0.072 | 0.005 |
2. 25–30 | 301 | 8.03 (1) | 1.07 | |||||
3. 31–40 | 106 | 8.01 | 1.32 | |||||
4. >40 | 32 | 7.91 | 1.40 | |||||
Total | 1416 | 7.93 | 1.06 | |||||
Intervention | 1. 19–24 | 977 | 8.18 (2) | 1.08 | 3 1413 1416 | 5.72 | 0.126 | 0.005 |
2. 25–30 | 301 | 8.31 (1) | 1.09 | |||||
3. 31–40 | 106 | 8.31 | 1.23 | |||||
4. >40 | 32 | 8.23 | 1.36 | |||||
Total | 1416 | 8.22 | 1.10 | |||||
Knowledge | 1. 19–24 | 977 | 6.89 | 1.73 | 3 1413 1416 | 3.65 | 0.302 | 0.002 |
2. 25–30 | 301 | 7.05 | 1.65 | |||||
3. 31–40 | 106 | 6.98 | 1.83 | |||||
4. >40 | 32 | 7.32 | 1.84 | |||||
Total | 1416 | 6.94 | 1.73 | |||||
Ethics of Care | 1. 19–24 | 977 | 8.89 | 0.95 | 3 1413 1416 | 1.90 | 0.594 | 0.001 |
2. 25–30 | 301 | 8.84 | 1.05 | |||||
3. 31–40 | 106 | 8.90 | 1.21 | |||||
4. >40 | 32 | 8.98 | 1.17 | |||||
Total | 1416 | 8.88 | 1.00 |
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Arribas-Marín, J.; Plumed-Moreno, C.; Hernández-Franco, V. Self-Efficacy in Nursing Competencies during Students’ Clinical Practicum: The Development of a Self-Assessment Scale. Nurs. Rep. 2024, 14, 2327-2339. https://doi.org/10.3390/nursrep14030173
Arribas-Marín J, Plumed-Moreno C, Hernández-Franco V. Self-Efficacy in Nursing Competencies during Students’ Clinical Practicum: The Development of a Self-Assessment Scale. Nursing Reports. 2024; 14(3):2327-2339. https://doi.org/10.3390/nursrep14030173
Chicago/Turabian StyleArribas-Marín, Juan, Calixto Plumed-Moreno, and Vicente Hernández-Franco. 2024. "Self-Efficacy in Nursing Competencies during Students’ Clinical Practicum: The Development of a Self-Assessment Scale" Nursing Reports 14, no. 3: 2327-2339. https://doi.org/10.3390/nursrep14030173