Ford-Gilboe M, Laschinger H S, Laforet-Fliesser Y, Ward-Griffin C, Foran S
Faculty of Nursing, University of Western Ontario, London, Canada.
J Nurs Educ. 1997 May;36(5):212-9. doi: 10.3928/0148-4834-19970501-06.
Providing family nursing care using a collaborative practice model presents a challenge to undergraduate students and to faculty who structure their learning experiences. A pre-test-post-test design was used to assess the impact of a 13-week family nursing clinical practicum on the perceived self-efficacy of two groups of nursing students in three areas: knowledge related to family nursing, home visiting, and collaborative practice. Students completed the Family Nursing Self-Efficacy Questionnaire (FNSE) at the beginning of the academic year and 4 and 8 months later to coincide with the timing of the practicum for each group (fall or winter term). A two-factor repeated measures analysis of variance (ANOVA) revealed a significant group X time effect (lambda = .80, p < .001). Students' self-efficacy differed significantly by group at time 2 only (t = 4.3, p < .001), supporting the positive effects of the clinical practicum on students' self-efficacy. Consistent with Bandura's (1977, 1986) theory, students rated actual performance of family nursing skills in a clinical setting as the most important source of efficacy information. Implications for designing meaningful clinical experiences in family nursing are discussed.
采用协作实践模式提供家庭护理对本科学生以及构建其学习经历的教师来说都是一项挑战。采用前测-后测设计来评估为期13周的家庭护理临床实习对两组护理专业学生在三个方面自我效能感的影响：与家庭护理、家访和协作实践相关的知识。学生在学年开始时以及4个月和8个月后完成家庭护理自我效能量表（FNSE），以与每组实习的时间（秋季或冬季学期）相契合。双因素重复测量方差分析（ANOVA）显示出显著的组×时间效应（λ = 0.80，p < 0.001）。仅在时间2时，学生的自我效能在组间存在显著差异（t = 4.3，p < 0.001），这支持了临床实习对学生自我效能的积极影响。与班杜拉（1977年、1986年）的理论一致，学生将临床环境中家庭护理技能的实际表现评为效能信息的最重要来源。文中讨论了对设计有意义的家庭护理临床体验的启示。
