Laschinger H K, Tresolini C P
University of Western Ontario, London, Canada.
Nurse Educ Today. 1999 Jul;19(5):408-18. doi: 10.1054/nedt.1999.0326.
Self-efficacy of nursing and medical students for client health promotion counselling was examined in an exploratory study using Bandura's (1977) self-efficacy theoretical perspective. Third-year nursing students (n = 41) and fourth-year medical students (n = 60) were compared on their self-efficacy for engaging in clients health promotion activities within 5 areas: smoking, exercise, nutrition, sexually-transmitted diseases and injuries. Their self-efficacy about their knowledge levels in the same 5 areas of health was also compared along with their perceptions of the relative impact of various curricular learning experiences on building health promotion counselling self efficacy. Self-efficacy scores were high for both groups. Nursing students scored significantly higher on both knowledge and ability to counsel patients in the areas of exercise, nutrition and injury prevention. In both groups, confidence in knowledge for health promotion activities was higher than ability to counsel patients. Learning specific health promotion strategies in class and actual practice were strongly associated with nursing students' self-efficacy while practice, feedback on performance, and role modelling were strongest for medical students.
一项探索性研究从班杜拉（1977年）的自我效能理论视角出发，对护理专业和医学专业学生在为患者进行健康促进咨询方面的自我效能进行了研究。该研究对41名三年级护理专业学生和60名四年级医学专业学生在五个领域开展患者健康促进活动的自我效能进行了比较，这五个领域包括：吸烟、运动、营养、性传播疾病和伤害。研究还比较了两组学生在相同五个健康领域的知识水平自我效能，以及他们对各种课程学习经历对建立健康促进咨询自我效能的相对影响的看法。两组学生的自我效能得分都很高。护理专业学生在运动、营养和伤害预防领域为患者提供咨询的知识和能力得分显著更高。在两组中，对健康促进活动知识的信心高于为患者提供咨询的能力。在课堂上学习特定的健康促进策略和实际操作与护理专业学生的自我效能密切相关，而对医学专业学生来说，实际操作、绩效反馈和榜样示范的作用最为显著。
