خودکارآمدی و عوامل جمعیت شناختی مرتبط با آن در دانشجویان پرستاری

زمینه و هدف: خودکارآمدی عقاید شخص در مورد توانایی خویش برای سازگاری با موقعیت‌های خاص می‌باشد. افراد با باور کافی به کارآمدی خود، بهتر قادر به سازگاری با نیازهای موقعیتی خاص می‌باشند، در حالی‌که افرادی که از خودکارآمدی بالایی برخوردار نیستند، در انجام فعالیت‌ها در شرایط خاص با مشکل روبرو می‌شوند. سطح خودکارآمدی دانشجویان پرستاری می‌تواند پیش بینی کننده نقش آنها در سلامت جامعه باشد. هدف از مطالعه حاضر تعیین سطح خودکارآمدی و عوامل جمعیت شناختی مرتبط با آن در دانشجویان پرستاری بود.روش بررسی: در مطالعه‌ی مقطعی از نوع همبستگی توصیفی حاضر، 358 دانشجوی پرستاری دانشگاه علوم پزشکی تهران به روش نمونه‌گیری تصادفی طبقه‌ای وارد مطالعه شدند. ابزار مورد استفاده در این پژوهش شامل پرسشنامه اطلاعات جمعیت شناختی و پرسشنامه خودکارآمدی عمومی sherer بود. نتایج با استفاده از نرم افزارspss نسخه 16 تجزیه و تحلیل شدند. یافته‌ها: در مطالعه حاضر 66.2 درصد شرکت کنندگان خانم بودند. محدوده سنی آنها20 تا 22 سال بود. میانگین و انحراف معیار سطح خودکارآمدی در دانشجویان پرستاری 9.09 ± 63.69 گزارش شد. ارتباط معنی‌داری بین سطح خودکارآمدی و عوامل جمعیت شناختی وجود نداشت (p>0.05). در حالی که برخی گویه‌های خودکارآمدی با عوامل جمعیت شناختی نظیر سن، جنس، سال تحصیلی، محل سکونت، وضعیت اقتصادی و سابقه کار دانشجویی ارتباط معنی‌دار آماری داشت (p<0.05).نتیجه‌گیری کلی: میانگین نمره خودکارآمدی دانشجویان پرستاری 63.69 گزارش شد. دانشجویان پرستاری به عنوان پرستاران آینده، نیازمند برخورداری از سطح بالای خودکارآمدی می‌باشند.. با توجه به نقش مهم دانشجویان در سیستم بهداشتی درمانی آینده و با توجه به اینکه سطح خودکارآمدی پیشگویی کننده سطح عملکرد و سلامت روان آنها است، بنابراین ارائه راهکارهایی جهت ارتقا سطح خودکارآمدی باید به عنوان یک هدف، در برنامه سیستم‌های آموزشی دانشکده‌های پرستاری قرار گیرد.

Self-efficacy and the Related Demographic Characteristics in Nursing Students

Background Aims: Selfefficiency refers to the belief of individuals in their abilities for adapting to special conditions. Those with sufficient selfefficacy are better able to adapt with the needs of specific situations, while the individuals who lack high selfefficacy have difficulty performing activities under the same circumstances. Furthermore, individuals with higher selfefficacy are more successful in facing the challenges of future life. Selfefficacy results in independence and increases selfconfidence. Job satisfaction and commitment to stay in a profession also depend on selfefficacy. Individuals with a higher sense of selfefficacy have more power to withstand obstacles and failures in life. There is a strong correlation between selfefficacy, motivation, and performance. In the educational setting, selfefficacy refers to a student #39;s belief in the ability to perform tasks. Students with higher selfefficacy beliefs apply more interest, effort, and perseverance in their tasks and are confident in their abilities. They are also more successful in their education and future career. In the nursing profession, nurses with high selfefficacy are able to manage patients under various conditions. Since nurses are in longterm contact with patients, their high selfefficacy and positive belief in their abilities could help them better understand, manage, and cope with the changes in the patient #39;s condition. On the other hand, low selfefficacy is associated with high levels of anxiety, stress, and depression. The level of selfefficacy in nursing students could predict their role in community health. Nurses with low selfefficacy are unable to take the necessary measures for patient care, while the increased risk of nursing errors could jeopardize patient safety and lead to adverse consequences. These issues are more likely in less experienced nursing students. The present study aimed to investigate the level of selfefficacy and the related demographic characteristics in nursing students.Materials Methods: This crosssectional, descriptivecorrelational study was conducted on 358 nursing students at Tehran University of Medical Sciences, Iran who were selected via stratified random sampling. The total number of the nursing students was 806, which was considered as a class for the sampling of each academic year. Based on the number of the students in each academic year (228 students in the first year, 219 students in the second year, 183 in the third year, and 177 in the fourth year), 100 students were selected from the first year, 99 students were selected from the second year, 79 students were selected from the third year, and 80 students were selected from the fourth year. After obtaining sufficient information from the Department of Education on the number of the classes and students in each class, the researcher randomly selected the classes and used a random number table for the sampling of each class. After receiving information about the objectives of the study, the students provided written informed consent and completed the questionnaires anonymously. In addition, the students were assured of confidentiality terms regarding their personal information and responses, as well as the fact that the data would be analyzed by a computer on a codespecific basis and would not necessarily be a family name. Data were collected using a demographic questionnaire and Sherer general selfefficacy questionnaire. The demographic data included age, gender, marital status, academic year, place of residence, economic status, and work experience. In addition, the general selfefficacy questionnaire developed by Scherer et al. (1982) was used to assess the selfefficacy level of the students. The questionnaire consists of 23 items, 17 of which are focused on general selfefficacy, and the other six items are dedicated to selfefficacy experiences in social settings. We used the 17item scale in our study to measure the subjects #39; beliefs about their ability to overcome different situations. Data analysis was performed in SPSS version 16 using oneway ANOVA, independent ttest, Chisquare, and Fisher #39;s exact test at the significance level of P le; 0.05. In addition, the STROBE checklist was used to report the research.Results: In total, 66.2% of the participants were female aged 2022 years. The mean score of selfefficacy of the nursing students was 63.69 ± 9.09, and no significant correlations were observed between the selfefficacy level and demographic characteristics (P>0.05). Compared to the other two groups, the students aged 2022 years would significantly drop out, and if they did not succeed in learning new things, they would simply give up and are unable to handle their problems in life (P<0.05). The female students were significantly more hesitant than the male students about their organized plans and would simply give up (P<0.05). In addition, the students of the third year were significantly less able to concentrate on their tasks compared to the other groups and also unable to face unexpected problems well; in this degree, the students were less selfreliant and would simply give up (P<0.05). The results indicated that the students living in dormitories mostly gave up their parttime job (P=0.042), and those with a poor financial status significantly avoided learning new things if it was difficult compared to the other two groups (P=0.027). The students with work experience could do their job better (P=0.043).Conclusion: According to the results, the mean score of selfefficacy of the nursing students was 63.69. As future nurses, nursing students must have a high level of selfefficacy to properly manage patients, as well as the other members of the treatment team so as to have a better professional life and social satisfaction. Selfefficacy also enhances the tasks undertaken by nurses, thereby reducing errors and increasing the quality of patient care. Given the importance of students in the health care system and considering that the level of selfefficacy predicts their performance and mental health, providing solutions to improve the level of selfefficacy should be prioritized in the programs of the educational systems of nursing schools.