Aims
An available strategy to counteract academic failure is the development and implementation of student academic self‐efficacy; however, to date, there are no instruments measuring it. The aim of ...this study was to develop and psychometrically test an academic nurse self‐efficacy scale.
Design
A longitudinal study design was used in accordance with Consensus‐based Standards for the Selection of health status Measurement Instruments guidelines.
Methods
A convenience sample of 1,129 nursing students attending the first year of the course were involved. The data collection began in 2014 and went on for 3 years. Data were collected at the beginning of the first (T0), at the end of the first (T1), at the end of the second (T2), and at the end of the third (T3) year. The academic nurse self‐efficacy scale was evaluated for content and face validity, for construct validity with explorative, confirmative factor analysis and hypothesis testing and for reliability. The standard error and the smallest detectable difference were also evaluated.
Results
Scree plot analysis suggested a four‐factor solution and confirmative factor analysis model reached a good fit. We verified the first hypothesis, partially the second and not the third. The dimensions show a Cronbach's α 0.72–0.83. The smallest detectable difference was 26%.
Conclusions
The academic nurse self‐efficacy scale had good validity and reliability and should be considered for nursing students.
Impact
These findings may have an impact on universities, mainly in nursing degree programmes because nurse educators can identify nursing students with low academic self‐efficacy and help them in their academic duties. Indirectly, academic self‐efficacy monitoring can be used for evaluating the effect of different teaching strategies or mentorship support over time.
目的
学生学业自我效能的发展和实施是应对学业失败的有效策略; 然而,到目前为止,还没有测量它的仪器。本研究的目的是开发和心理测量的学术护士自我效能量表。
设计
根据公认的健康状况测量仪器选择标准,采用纵向研究设计。
方法
以1129名护理学学生为研究对象,采用便利抽样法对其进行调查。数据收集始于2014年,持续了3年。数据收集始于第一年初(T0)、第一年末(T1)、第二年末(T2)和第三年末(T3)。对学术护理效能量表的内容效度、表面效度、构念效度进行探索性、验证性因素分析和假设检验,并进行信度评估。并对标准误差和最小检测差异进行了评价。
结果
碎石图分析提出了一个四因素解决方案,验证因子分析模型达到了很好的拟合。我们验证了第一种假设,第二种的部分,而不是第三种。尺寸显示克伦巴赫α0.72 ‐ ‐0.83。最小的可检测到的差异为26%。
结论
学术护士自我效能感量表具有良好的有效性和可信度,值得护理专业学生参考。
影响
这些发现可能会在大学产生影响,主要是对护理学位项目上,因为护理教育者能够发现学业自我效能低的护理学生,并帮助他们完成学业任务。学业自我效能感监测可以间接地用于评估不同教学策略或辅导支持的效果。
To test the mediating role of burnout in the relationship between self-efficacy and academic success in nursing students.
This was a cross-sectional secondary analysis of longitudinal research aimed ...at exploring the academic success of nursing students.
We enrolled a convenience sample of nursing students attending 21 Italian baccalaureate nursing degree programmes. Data were collected from 2014 to the 2018-2019 academic year. We analysed the wave of data collected during the third year of the programme. The measurements were the Academic Nurse Self-Efficacy scale (ANSEs) and the Scale of Work Burnout (SWEBO). A mediation analysis with a counterfactual approach was performed.
The participants (n = 556) had a median age of 20 years (IQR 19-22) and the majority was female 70.5% (392/556). Academic success was reached by 51.97% (289/556) of the students. The findings reveal a significant direct effect of self-efficacy on academic success and also a significant indirect effect of this relationship via burnout.
The mechanism by which self-efficacy influences academic performance in nursing students is more complex than a simple direct relationship. Universities should consider screening students for variables affecting academic success to decrease academic costs and increase ranking systems classification.
Nurses' professors should be engaged in strategies to promote self-efficacy. The area of intervention should be structured both during classes and internships, in tandem with the mentor and the clinical nurse.
Aim
To analyse any changes seen in the academic self‐efficacy of nursing students during the three years of their academic education as well as the associated predictive factors.
Design
A ...longitudinal study design was applied.
Methods
The sample included 220 students who attended a large university in central Italy. The students’ academic self‐efficacy was measured using the Academic Nurses’ Self‐Efficacy Scale. Data were collected annually from 2014/2015 to 2017/2018 at the beginning of the first year (T0), at the end of the first year (T1), at the end of the second year (T2) and at the end of the third year (T3). A repeated measure univariate analysis of variance (ANOVA) was conducted to detect any possible changes in the students’ academic self‐efficacy scores over the four measurement points. To identify the factors that are predictive of academic self‐efficacy, a linear regression model was used.
Results
Overall, the students’ academic self‐efficacy did not change significantly over the three‐year period of their education. Both sex (female) and age (24–50 years) during T0–T2 significantly predicted changes in the students’ academic self‐efficacy over time. Moreover female students started with lower academic self‐efficacy scores than male students, although their academic self‐efficacy increased over time, while the male students’ academic self‐efficacy actually decreased over time. In addition, students with a scientific background reported higher academic self‐efficacy than other students.
Conclusions
Although the students’ academic self‐efficacy did not change over time, from a theoretical perspective, academic self‐efficacy can be developed using a number of strategies such as a well‐organised tutorial during the clinical learning phase and feedback or encouragement.
Impact
Academic staff should monitor nursing students’ academic self‐efficacy over time, particularly in the case of male and younger students, students with a partner and students with a humanities background during the first 2 years of the course.
Aims and objectives
To examine nursing students’ health habits. More specifically, the objectives were to determine whether there were any changes in their health habits during their course of study, ...and to understand whether the students’ perceptions about good health conditions cohered with their health‐related behaviour.
Background
The transition from high school to university has an undesirable effect on students’ health habits, and nursing students’ unhealthy behaviours may prevent them from helping patients improve their poor health habits.
Design
A longitudinal design was used. The study followed the recommendations of STROBE (Strengthening the Reporting of Observational studies in Epidemiology).
Methods
All students were recruited from a nursing science degree course in an Italian university. The sample consisted of 351 nursing students. Data were collected at the baseline during their entrance into the university (T0) and at the end of their third year of coursework (T3). We developed the Nursing Student Health Habits Scale, which was administered by a trained researcher. The McNemar test and the Wilcoxon signed‐rank test to evaluate the differences in health habits between T0 and T3, and a logistics model to assess the factors influencing students’ good health perceptions were used.
Results
From T0 to T3, there were decreases in the number of students who requested physician consultations (p = .01) and increases in those who exercised daily (p = .003). There was also a change in the nutrition model (p = .018). In the multivariate model, physician consultations for medical problems and performing physical exercise were factors influencing good health perceptions.
Conclusions
Future research is needed to illuminate other aspects of students’ health habits.
Relevance to clinical practice
Universities are advised to address these problems by reflecting on undergraduate and postgraduate curriculum content concerning health management and disease prevention.
Aims and objectives
To describe the sociodemographic and academic characteristics of nursing students who report academic failure and to identify the determinants of academic failure (no degree on ...time) in a population of nursing students.
Background
Although prior studies have shown that academic failure is influenced by multiple factors, the studies mentioned have mostly focused on specific single variables associated with academic failure, and they have reported inconsistent results.
Design
A prospective follow‐up study design was used in an Italian Baccalaureate Nursing Degree program. A total sample of 2,040 at baseline and a random subsample of 753 students were considered for academic failure determinants. The study followed the recommendations of STROBE (Strengthening the Reporting of Observational studies in Epidemiology).
Methods
We included in the model academic background, self‐efficacy, sociodemographic variables and self‐efficacy in psychomotor skills and motivation. We used the Academic Nurse Self‐Efficacy Scale (ANSEs), the Nursing Self‐Efficacy in Psychomotor Skill Scale (NSE‐PS) and the Motivation Nursing Students' Scale (MNSS) which have been validated on nursing students. For the assessment of predictors of academic failure, a two‐stage hierarchical logistic regression analysis was performed.
Results
Students who had academic failure were 69.4% of the sample. Predictors of academic failure were the secondary school certification grade, the university pre‐admission test score; the academic self‐efficacy, self‐efficacy in psychomotor skills and clinical training examination grades were additional predictors.
Conclusions
The secondary school certification grade, the University pre‐admission test score, low academic self‐efficacy, low self‐efficacy in psychomotor skills and low clinical training examination grades were predictors of academic failure in nursing students.
Relevance to clinical practice
Our findings suggest that the universities could consider a cut‐off in the pre‐admission test score as a critical value for identifying students who are likely to fail. In addition, nursing faculty staff should consider strategies for developing self‐efficacy and motivation.
Considering the ethical issues related to nursing and that Ethics is an integral part of the nursing education in the degree course, one would suppose that academic dishonesty might be less frequent ...in nursing students than in students of other disciplines. However, several studies show that this trend of deceitful behaviour seems to be similar among the university nursing students and those of other disciplines.
The aim of this study is to investigate the phenomenon of academic dishonesty in the classroom from a longitudinal perspective within a cohort of Italian nursing students.
A non-experimental longitudinal design was used. All nursing students were recruited from the Nursing Science Bachelor Degree Program of a big Italian university in the centre of Italy and participants were part of an ongoing longitudinal research project which started in 2011 on nursing students' wellbeing.
The results show that students get accustomed to taking academically deceitful actions. They come to consider their behaviours acceptable and normal, thereby stabilizing them, which increases the probability of stabilizing subsequent deceitful behaviours. The stability through time of academic cheating behaviours committed during higher education, within the study's timeframe, provides important perspectives into the establishment of rigorous standards of ethical and moral behaviours by the students.
•Results show that the nursing students get accustomed to taking academically deceitful actions, as has been revealed in the literature.•The students come to consider their cheating behaviors acceptable and normal, thereby stabilizing them.•In respect to the investigation of differences in kinds of deceits, results are somewhat in agreement and somewhat in conflict with the literature.•There is a correlation between cheating behaviors in the classroom and age of nursing students.
Background
Self‐employment represents a new work opportunity for new nursing graduates; however, little is known about nursing students’ Intention to meet this new demand from the labour market.
Aims
...To develop a theory‐driven questionnaire to assess students’ Intentions for self‐employment and psychometrically test this scale.
Method
A cross‐sectional study was conducted investigating 344 nursing students in their final year in an Italian university. The content, face, construct, convergent and discriminant validity, and reliability were evaluated. We also tested the theory of planned behaviour.
Results
The Planned Self‐Employment Scale demonstrated satisfactory validity and good reliability. A moderate Intention to be self‐employed emerged among nurses (3.6 ± 1.5 out of 7). This level of Intention was predicted by the Attitudes and Perceived Behaviour Control dimensions.
Conclusion
The Planned Self‐Employment Scale exhibited good validity and reliability and can thus be used with nursing students.
Implications for Nursing Management
Educators need to design a curriculum to improve students’ decision‐making and autonomy. At the central level, there is a need to produce guidelines that offer guidance to both nurses and patients, as well as the system as a whole with regard to this new form of nursing service.
To develop a self-report scale to measure academic motivation among nursing students and to test its psychometric properties.
a cross-sectional validation study with a convenience sample of nursing ...students (n=1,635) was performed. The Motivation Nursing Students Scale was developed; content, face, construct validity, hypothesis testing and reliability were evaluated.
The validity structure revealed a four-factor solution and the model reached a satisfactory fit (χ
=622.835 df=160, p<0.01, CFI=0.90, TLT=0.83, RMSEA=0.060 (90% CI 0.055-0.064, p=0.001, SRMR=0.067). The hypothesis testing was confirmed with a positive correlation of the academic self-efficacy with Introjected, Intrinsic motivation and a negative correlation with Amotivation.
We verified a link between academic self-efficacy and motivation. Both motivation and self-efficacy may increase academic achievement and the possibility for HEIs to degrees a number of students in line with demands.
Student perceptions of self-efficacy (SE) prevent stress and burnout and improve engagement in nursing education, thus increasing learning outcomes. The study aims were to (1) validate a scale ...measuring nursing SE in psychomotor skills (NSE-PS), (2) describe changes in NSE-PS over time, and (3) explore NSE-PS correlations with burnout and engagement. A total of 1117 nursing students participated. A significant increase in the NSE-PS scores over the years has emerged; in addition, all NSE-PS dimensions were correlated negatively with burnout and positively with engagement.
University time is considered to be a period of vulnerability among nursing students for substance abuse, which can create an unsafe clinical practice. The aim of this study was to investigate the ...substance abuse of nursing students in the form of alcohol, drugs and tobacco use during the course of studies. In addition, another study aim was to describe a typical socio-demographic profile for substance-abusing students.
A longitudinal study design based on a sample of 254 nursing students was used. Data from the same cohort of students at the baseline level (T0), at the end of the first year (T1), at the end of the second year (T2) and at the end of the third year (T3) were analysed.
A decrease in the number of nursing students who smoke regularly, an increase in the number of those who use drugs to lose control and of those who drink weekly were found.
The early recognition of substance-abusing students can be fundamental to their health, academic background and safe clinical practice.
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