Necessity Approach clinical reasoning in Medical education

Introduction: Academic selfefficacy can be affected by cognition, metacognition, and incentive factors. The aim of this study was to examine the relationship between resilience and attachment styles with academic selfefficacy among Nursing students. Methods: This descriptive and crosssectional study was performed on 190 undergraduate nursing students in the academic years 20162017 in Babol University of Medical Sciences. Sampling was simple randomization method. To gather data, academic selfefficacy, Hazan and Shaver Adult Attachment and Connor and Davidson Resilience Questionnaires were used. The data were analyzed using SPSS version 18, descriptive and inferential statistics including Pearson correlation coefficient, Linear Regression, and kolmogrovsmironov for determining normality of tests. Results: Findings showed a significant positive correlation between resilience and academic selfefficacy (p=0/00). However, there was no significant correlation between attachment styles and academic selfefficacy (p=0.26) and its dimensions (secure attachment, avoidant attachment, anxiousambivalent attachment) (p>0.01). Conclusion: According to the results, the resiliency variable is capable of low prediction of academic selfefficacy, and attachment styles did not predict academic selfefficacy among nursing students; therefore, it is recommended implications of resilience promotion workshops in Nursing students.