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首页> 外文期刊>Journal of advanced nursing >Academic self‐efficacy in Bachelor‐level nursing students: Development and validation of a new instrument
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Academic self‐efficacy in Bachelor‐level nursing students: Development and validation of a new instrument

机译：学士学位护理学生的学术自我效能：新仪器的开发和验证

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Abstract Aims An available strategy to counteract academic failure is the development and implementation of student academic self‐efficacy; however, to date, there are no instruments measuring it. The aim of this study was to develop and psychometrically test an academic nurse self‐efficacy scale. Design A longitudinal study design was used in accordance with Consensus‐based Standards for the Selection of health status Measurement Instruments guidelines. Methods A convenience sample of 1,129 nursing students attending the first year of the course were involved. The data collection began in 2014 and went on for 3?years. Data were collected at the beginning of the first (T0), at the end of the first (T1), at the end of the second (T2), and at the end of the third (T3) year. The academic nurse self‐efficacy scale was evaluated for content and face validity, for construct validity with explorative, confirmative factor analysis and hypothesis testing and for reliability. The standard error and the smallest detectable difference were also evaluated. Results Scree plot analysis suggested a four‐factor solution and confirmative factor analysis model reached a good fit. We verified the first hypothesis, partially the second and not the third. The dimensions show a Cronbach's α 0.72–0.83. The smallest detectable difference was 26%. Conclusions The academic nurse self‐efficacy scale had good validity and reliability and should be considered for nursing students. Impact These findings may have an impact on universities, mainly in nursing degree programmes because nurse educators can identify nursing students with low academic self‐efficacy and help them in their academic duties. Indirectly, academic self‐efficacy monitoring can be used for evaluating the effect of different teaching strategies or mentorship support over time.
机译：摘要旨在抵消学术失败的可用战略是学生学术自我效能的发展和实施;但是，迄今为止，没有仪器测量它。本研究的目的是发展和精神训练的学术护士自我效能度规模。设计纵向研究设计根据基于共识的标准，用于选择健康状况测量仪器指南。方法参与上一年的1,129名护理学生的便利样本。数据收集始于2014年，并继续进行3年。在第一（t0）的开始处收集数据，在第一（t1）的末尾，在第二（t2）结束时，在第三个（t3）年底。评估学术护士自我效能度尺度的内容和面部有效性，用于构建具有探索性，确认因素分析和假设检测和可靠性的有效性。还评估了标准误差和最小的可检测差异。结果Scree Plot分析表明，四因素解决方案和确认因素分析模型达到了良好的契合。我们验证了第一个假设，部分是第二个假设，而不是第三个假设。尺寸显示Cronbach的α0.83。最小的可检测差异为26％。结论学术护士自我效能度规模具有良好的有效性和可靠性，应考虑为护理学生考虑。影响这些调查结果可能对大学产生影响，主要是在护理学位计划中，因为护士教育者可以识别学术自我效力低的护理学生，并在学业职责中帮助他们。间接地，学术自我效能监测可用于评估不同教学策略或指导支持随着时间的推移的影响。

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