Download or read book Nursing Students Perceptions of Their Learning Environment Mood States and Self efficacy Beliefs written by Linda Mitchell Salyer and published by . This book was released on 1992 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Nursing Student Self efficacy Beliefs During Clinical Placement written by Leslie Jane Grightmire and published by . This book was released on 2009 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt: Health care changes and our ageing population mean an increasing shortage of nurses, which elevates the importance of understanding how preservice nursing programs contribute to nursing outcomes. This study combined Benner's (2001) taxonomy of nursing domains with Bandura's (1997) social cognition theory. Self-efficacy Beliefs (SE) are task specific and based on a self-assessment of your task performance, comparison of your ability to that of others, verbal persuasion by others of your ability, and physiological and affective mood states (Bandura, 1997). Self-efficacy is an important outcome of nursing education because nurses with high SE set appropriate goals, try different strategies, persevere to complete a task, and will make an easier transition from student to nursing professional.This mixed methods thesis focused on the nurse candidates SE experiences during a seven week hospital clinical rotation accompanied by a clinical teacher. The research questions were: (1) What are the SE beliefs of nurse candidates during clinical practice? (2) How do the four sources from Bandura (1997) contribute to the SE beliefs of nursing students during their clinical placement? (3) What is the relative importance to the SE beliefs of nursing candidates of their interaction with clinical teachers? (4) Are there differences between semester 2 and semester 4 students in the SE effects of their clinical practice?Student participants completed two questionnaires about SE beliefs and the clinical teaching behaviors survey. Clinical teachers also completed the clinical teaching behaviors survey. Qualitative analysis of transcripts and the quantitative statistical package SPSS were used to answer the research questions.There were rapid changes in SE during the clinical experience. Clinical teachers were the key to building, or diminishing, SE beliefs. Semester two students had increases in SE beliefs during the rotation while the majority of semester four students experienced a decrease. There were statistically significant differences between the semesters on three of Benner's (2001) domains. Quantitative and qualitative findings reflected these same findings. There were suggestions for nursing education and clinical practice to increase SE beliefs in this complex learning environment.
Download or read book Relationships Among Self efficacy Anxiety Perceptions of Clinical Instructor Effectiveness and Senior Baccalaureate Nursing Students Perceptions of Learning in the Clinical Environment written by Alma Rambo and published by . This book was released on 1997 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Health Promotion in Health Care Vital Theories and Research written by Gørill Haugan and published by Springer Nature. This book was released on 2021-03-11 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access textbook represents a vital contribution to global health education, offering insights into health promotion as part of patient care for bachelor’s and master’s students in health care (nurses, occupational therapists, physiotherapists, radiotherapists, social care workers etc.) as well as health care professionals, and providing an overview of the field of health science and health promotion for PhD students and researchers. Written by leading experts from seven countries in Europe, America, Africa and Asia, it first discusses the theory of health promotion and vital concepts. It then presents updated evidence-based health promotion approaches in different populations (people with chronic diseases, cancer, heart failure, dementia, mental disorders, long-term ICU patients, elderly individuals, families with newborn babies, palliative care patients) and examines different health promotion approaches integrated into primary care services. This edited scientific anthology provides much-needed knowledge, translating research into guidelines for practice. Today’s medical approaches are highly developed; however, patients are human beings with a wholeness of body-mind-spirit. As such, providing high-quality and effective health care requires a holistic physical-psychological-social-spiritual model of health care is required. A great number of patients, both in hospitals and in primary health care, suffer from the lack of a holistic oriented health approach: Their condition is treated, but they feel scared, helpless and lonely. Health promotion focuses on improving people’s health in spite of illnesses. Accordingly, health care that supports/promotes patients’ health by identifying their health resources will result in better patient outcomes: shorter hospital stays, less re-hospitalization, being better able to cope at home and improved well-being, which in turn lead to lower health-care costs. This scientific anthology is the first of its kind, in that it connects health promotion with the salutogenic theory of health throughout the chapters. the authors here expand the understanding of health promotion beyond health protection and disease prevention. The book focuses on describing and explaining salutogenesis as an umbrella concept, not only as the key concept of sense of coherence.
Download or read book Learner Anxiety and Professional Practice Self efficacy in Nursing Education written by Joanna Avolio-Pierazzo and published by . This book was released on 2014 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the affective component of learner engagement (Linnenbrink & Printrich, 2003); more specifically students' perceptions of learner anxiety and self-efficacy for professional practice in clinical nursing education. This study identified the factors in clinical learning contexts that contribute to learner anxiety, the differences among these factors in real and simulated learning contexts, and finally, the teaching and learning strategies that minimize learner anxiety and positively enhance self-efficacy for professional nursing practice. A convenience sample of 186 students from three university nursing programs in Ontarioparticipated in a two-phased mixed methods study, reflecting a response rate of 72%. In phase one, participants were asked to respond to four self-report instruments: the State-Trait Anxiety Inventory (STAI) (Spielberger, 1983), the Factors Contributing to Anxiety in Clinical Learning (Pierazzo, 2013), the Teaching and Learning Strategies that Enhance Professional Practice Self-Efficacy in Clinical Learning (Pierazzo, 2013) and a demographic questionnaire requesting gender and age. In phase two, a total of 31 participants participated in one of three focus groups. The results of the study confirm that nursing students do experience feelings of anxiety during clinical learning in both real and simulated contexts, although their state and trait anxiety is similar to the average college student. The participants identified specific factors that contribute to feelings of learner anxiety in both real and simulated learning contexts. Findings reveal that in both contexts, nursing students perceive preparation for patient care as the first subscale of factors most likely to contribute to perceptions of anxiety. Following this, patient acuity in real contexts and learning processes in simulated contexts was the second subscale of factors. In terms of single factor ranking, three of the top five factors for both contexts were the same: feeling unsure about my ability; making a mistake in patient care; and being watched by others as I provide care. Making a mistake while caring for patients was the factor contributing most to anxiety in real clinical contexts, whereas being watched by others contributed most to anxiety in simulated contexts. In terms of themes describing teaching and learning strategies to enhance professional practice self-efficacy in situations of anxiety, there were both similar and unique differences between the two learning contexts. The teaching strategy identified by students as contributing to their self-efficacy in both contexts was the teachers' interaction with the student, specifically positive encouragement, constructive feedback and challenges critical thinking. Distinct differences in teaching strategies for both contexts were related to specific elements of the learning process within each context. Learner strategies on the other-hand revealed similar themes in both learning contexts, although being self-directed and looking for new learning opportunities seemed to be more prevalent in real clinical contexts. The findings in this study have implications for nursing educators by contributing to a better understanding of affective learner engagement in clinical education and ensuring safe patient care during the learning process.
Download or read book Reflections written by and published by . This book was released on 1992 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1995 with total page 896 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Self Efficacy in Changing Societies written by Albert Bandura and published by Cambridge University Press. This book was released on 1997-05-13 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: The volume addresses important issues of human adaptation and change.
Download or read book Self Efficacy in Instructional Technology Contexts written by Charles B. Hodges and published by Springer. This book was released on 2018-10-24 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume contains reports of current research, and literature reviews of research, involving self-efficacy in various instructional technology contexts. The chapters represent international perspectives across the broad areas of K- 12 education, higher education, teacher self-efficacy, and learner self-efficacy to capture a diverse cross section of research on these topics. The book includes reviews of existing literature and reports of new research, thus creating a comprehensive resource for researchers and designers interested in this general topic. The book is especially relevant to students and researchers in educational technology, instructional technology, instructional design, learning sciences, and educational psychology.
Download or read book The Academic Learning Perception Gap written by Kathryn E. Flannery and published by . This book was released on 2015 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine student self-efficacy where self-efficacy refers to a student's belief in his or her capacity to engage specific behaviors that were expected by faculty to be necessary to achieve specific learning outcomes through a program employing Nexus Learning. Nexus Learning, the theoretical basis of which is constructivism, was initiated at Philadelphia University located in Southeast Pennsylvania to design and deliver a collaborative bachelor's degree in a Design, Engineering, or Commerce study program. The study employs a quantitative longitudinal research design to examine students' perceptions of their performance of one or more of 24 specific behaviors that were expected by faculty to contribute to achieving one or more of seven specific learning outcomes. Quantitative survey data of student selfefficacy on their achievements, collected by the University from a student survey administered over a three-year educational program, were analyzed comparing year one to year three. The academic learning perception gap (ALPG) concept was developed as one potential explanation for the counterintuitive findings in that all behaviors and learning outcomes decreased from year one to year three. This concept proposes that individuals perceive their self-efficacy in relation to self-concept.
Download or read book Stressors and Coping Strategies Among Nursing Students written by Intan Idiana Hassan and published by LAP Lambert Academic Publishing. This book was released on 2011-04 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of nursing education is to provide academic and clinical experiences in an environment that facilitates student learning and creates an emotional climate, which will facilitate the development of students as people and nurses.The main objective of this study was to determine the prevalence of stress and its relationship between educational environment, coping strategies and academic performance among students Of the 178 students, 41 of the students giving a prevalence of distress between nursing student about 24.3%. . The highest scores domain was students' perception of learning and the lowest was for students' social self- perception. Educational environmental and styles of coping strategies were noted to be linked to evidence of distress. The lower percentage of stress level also may be associated with more positive perception in their educational environment and coping strategies that this population used. Therefore although the overall educational environment score of this college was observed to be one step below 'excellent', faculty should intensely study the deficiencies that had been identified in this report and improve the situation.
Download or read book How Participation in Student run Media Impacts a College Student s Sense of Self efficacy written by Hugh Davis Bouchelle and published by . This book was released on 2021 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to discover and understand college students’ perceptions of the ways their lived experiences while participating in college student-run media have impacted their sense of self-efficacy. The central research question was, what are college student perceptions of how participation in college student-run media impacts their sense of self-efficacy? Bandura’s social cognitive theory of self-regulation, which explains how an individual’s environment, behavior, and personal factors combine and intertwine to produce feelings of self-efficacy, was used as the framework for this study. Purposeful sampling was used to select full-time students that had worked at least one semester on staff in a college, student-run media service, and were still active. The study site was a single, medium-sized college of approximately 7,678 students in the Mid-Atlantic United States. The participants for this study had primary editorial control over the content of the media productions they managed. Data were collected through individual interviews, individual media projects, and observations of related media group activities. The data were then analyzed using both Creswell’s and Moustakas’s procedures to identify the essence of the lived experiences. The central research question served to discover and understand participant perceptions of how college student-run media participation impacted self-efficacy. Subquestions included how participants described the environmental, behavioral, and personal factors related to that lived experience. The resulting data discovered three major themes supporting Bandura’s theory regarding how environmental, behavioral, and personal factors have a strong positive perceived effect on self-efficacy resulting from participation.
Download or read book Supporting Students Motivation written by Johnmarshall Reeve and published by Taylor & Francis. This book was released on 2022-05-03 with total page 359 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a book about teachers’ classroom motivating styles. Motivating style is the interpersonal tone and face-to-face behavior the teacher relies on when trying to motivate students to engage in classroom activities and procedures. The over-arching goal of the book is to help teachers work through the professional developmental process to learn how to provide instruction in ways that students will find to be motivationally-enriching, satisfying, and engagement-generating. To realize this goal, the book features six parts: Part 1: Introduction, introduces what teachers are to support—namely, student motivation; Part 2: Motivating Style, explains what a supportive motivating style is; Part 3: “How to,” overviews the recommended motivationally-supportive instructional strategies one-by-one and step-by-step; Part 4: Workshop, walks the reader through the skill-building workshop experience; Part 5: Benefits, details all the student, teacher, and classroom benefits that come from an improved motivating style; and Part 6: Getting Started, discusses ways to begin using these skills in the classroom. Based on a successful workshop program run by the authors, teachers successfully improve their classroom motivating style. In doing so, they experience gains in their teaching skill and efficacy, job satisfaction, a renewed passion for teaching, and a more satisfying relationship with their students. This multiauthored book provides teachers with the practical, concrete, step-by-step, skill-based "how to" they need to develop a highly supportive motivating style.
Download or read book Willingness to Seek Academic Help in Preclinical Nursing Students written by Bernice Wallace Carmon and published by . This book was released on 2013 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How Learning Works written by Susan A. Ambrose and published by John Wiley & Sons. This book was released on 2010-04-16 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Download or read book How People Learn II written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2018-09-27 with total page 347 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Download or read book Undergraduate Nursing Students Perceptions of the Psychosocial Characteristics of the Clinical Learning Environment During Their Clinical Placements written by Abeer Ali Moh'd Alraja and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
