Waterford Institute of Technology, Waterford, Ireland.
J Adv Nurs. 2013 Jan;69(1):145-57. doi: 10.1111/j.1365-2648.2012.06001.x. Epub 2012 Apr 4.
To report a mixed-methods study of the development of self-confidence in Irish nursing students undertaking the first year of an undergraduate nursing programme.
Self-confidence underpins nurses' competence to carry out care effectively, yet there is little empirical evidence of how this attribute is fostered in pre-registration preparation. There is an assumption, however, that self-confidence develops independently and spontaneously.
A sequential, mixed methods three-phase design was used.
The design involved pretest and posttest measurements of self-confidence, focus group interviews, a student self-evaluation questionnaire and analysis of the relevant curriculum content. Data were collected between September 2007-April 2008 and sampling was from three cohorts of students at three different Institutes of Technology in Ireland. Data collection matched the nature of the data, including descriptive, non-inferential statistics and qualitative content analysis.
There was considerable variation in the amount and nature of theoretical preparation. Factors in clinical practice exerted the most influence. Self-confidence fluctuated during the first clinical placement and as students' self-confidence developed, simultaneously, motivation towards academic achievement increased. Conversely, self-confidence was quickly eroded by poor preceptor attitudes, lack of communication, and feeling undervalued.
The development of self-confidence is complex and multi-factorial. This study offers further understanding of facilitators and barriers that may be relevant elsewhere in promoting student nurses' developing self-confidence. The development of self-confidence must be recognized as a central tenet for the design and delivery of undergraduate programmes.
报告一项混合方法研究，该研究旨在探讨爱尔兰护理专业学生在完成本科护理课程第一年时自信心的发展情况。
自信心是护士有效实施护理的基础，但关于如何培养这种能力的实证证据很少。然而，人们普遍认为自信心是独立和自然发展的。
采用了顺序、混合方法的三阶段设计。
该设计包括自信心的前测和后测测量、焦点小组访谈、学生自我评价问卷以及对相关课程内容的分析。数据收集于 2007 年 9 月至 2008 年 4 月之间，采样来自爱尔兰三所技术学院的三个不同批次的学生。数据收集与数据的性质相匹配，包括描述性、非推理统计和定性内容分析。
理论准备的数量和性质存在很大差异。临床实践中的因素产生了最大的影响。学生的自信心在第一次临床实习期间波动，随着自信心的发展，对学业成就的动力也随之增加。相反，不良导师态度、缺乏沟通以及感到被低估会迅速削弱自信心。
自信心的发展是复杂的和多因素的。本研究进一步了解了在促进护生自信心发展方面可能相关的促进因素和障碍因素。自信心的发展必须被视为本科课程设计和实施的核心原则。
