Aims: An available strategy to counteract academic failure is the development andimplementation of student academic self-efficacy; however, to date, there are noinstruments measuring it. The aim of this study was to develop and psychometricallytest an academic nurse self-efficacy scale.Design: A longitudinal study design was used in accordance with Consensus-basedStandards for the Selection of health status Measurement Instruments guidelines.Methods: A convenience sample of 1,129 nursing students attending the first year ofthe 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), atthe end of the second (T2), and at the end of the third (T3) year. The academic nurseself-efficacy scale was evaluated for content and face validity, for construct validitywith 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 factoranalysis model reached a good fit. We verified the first hypothesis, partially the secondand not the third. The dimensions show a Cronbach'sa0.72–0.83. The smallestdetectable difference was 26%.Conclusions: The academic nurse self-efficacy scale had good validity and reliabilityand should be considered for nursing students.Impact: These findings may have an impact on universities, mainly in nursing degreeprogrammes because nurse educators can identify nursing students with lowacademic self-efficacy and help them in their academic duties. Indirectly, academicself-efficacy monitoring can be used for evaluating the effect of different teachingstrategies or mentorship support over time

Academic self-efficacy in Bachelor-level nursing students: Development and validation of a new instrument

Bulfone G;
2020

Abstract

Aims: An available strategy to counteract academic failure is the development andimplementation of student academic self-efficacy; however, to date, there are noinstruments measuring it. The aim of this study was to develop and psychometricallytest an academic nurse self-efficacy scale.Design: A longitudinal study design was used in accordance with Consensus-basedStandards for the Selection of health status Measurement Instruments guidelines.Methods: A convenience sample of 1,129 nursing students attending the first year ofthe 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), atthe end of the second (T2), and at the end of the third (T3) year. The academic nurseself-efficacy scale was evaluated for content and face validity, for construct validitywith 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 factoranalysis model reached a good fit. We verified the first hypothesis, partially the secondand not the third. The dimensions show a Cronbach'sa0.72–0.83. The smallestdetectable difference was 26%.Conclusions: The academic nurse self-efficacy scale had good validity and reliabilityand should be considered for nursing students.Impact: These findings may have an impact on universities, mainly in nursing degreeprogrammes because nurse educators can identify nursing students with lowacademic self-efficacy and help them in their academic duties. Indirectly, academicself-efficacy monitoring can be used for evaluating the effect of different teachingstrategies or mentorship support over time
academic performance, academic success, education nursing, educational measurement
instrument development, nurses, nursing,
nursing graduate, self-efficacy
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.11769/538872
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