The Effect of Verbal Feedback Given by the Educator on Nursing Students' Clinical Self-Efficacy, Academic Self-Efficacy and Perceived Stress Level
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 25
- 试验地点
- 2
- 主要终点
- Clinic self-efficacy
研究概览
简要总结
Purpose of the research; To examine the effect of verbal feedback given by the educator on nursing students' clinical competence, academic self-efficacy and perceived stress levels.
Hypotheses of the research; H1: Nursing students' academic self-efficacy level increases after the intervention.
H2: Nursing students' clinical self-efficacy level increases after the intervention.
H3: The level of stress perceived by nursing students decreases after the intervention.
详细描述
The single-group pretest/posttest experimental study consisted of 25 nursing students.
After determining the nursing students who meet the inclusion criteria in the study, data will be collected twice: pre-test (T0) and post-intervention post-test (T1). The data collection process is as follows:
Before the intervention: The Academic Self-Efficacy Scale for Undergraduate Nursing Students, the Self-Efficacy Scale in Clinical Performance, and the Perceived Stress Scale will be administered to nursing students who give written and verbal consent to participate in the research and meet the inclusion criteria.
Intervention: During the study, the educator will hold one-on-one meetings with the students regarding their clinical internship for at least 20 minutes every week for a total of 6 weeks. Within the scope of this interview, the educator will give verbal feedback about the strengths and development aspects of the student's diagnosis, planning, implementation, evaluation stages and clinical skills in line with the nursing care plan. In addition, if there are clinical assignments (such as case analysis) given to the student, the educator will give feedback on this subject as well.
Post-intervention: Academic Self-Efficacy Scale, Clinical Performance Self-Efficacy Scale and Perceived Stress Level Scale will be administered to Undergraduate Nursing Students.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 40 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •a 3rd year nursing student,
- •Taking part in the Mental Health and Diseases Nursing clinical internship program
排除标准
- •Not volunteering to participate in the study
- •previously participated in the Mental Health and Diseases Nursing clinical internship program
结局指标
主要结局
Clinic self-efficacy
时间窗: 8 weeks
Nursing students' clinical self-efficacy scale point increases after intervention.Scale's minimum point is 37 and maksimum point is 370. An increase in the scale score indicates that the individual's clinical self-efficacy increases.
Academic Self-Efficacy Scale in Nursing Undergraduate Students
时间窗: 8 weeks
Nursing students' academic self-efficacy scale point increases after intervention.Scale 's minimum point is 14, maksimum point is 70.An increase in the scale score indicates that the individual's academic self-efficacy increases.
次要结局
- Perceived Stress Scale(8 weeks)
研究者
Olga Incesu
Dr, Principal Investigator
Istanbul University - Cerrahpasa