Measuring perceived self efficacy after simulation instruction
Benefits of behavior change related to health promotion and health education include improved health of the nation. Self efficacy impacts engagement and continuation of health promotion behaviors. The purpose of this study is to evaluate and compare effectiveness of simulation lab experiences and traditional lab experiences as teaching strategies on perceived self-efficacy for entry level junior I nursing students. Eighty-nine students completed this study. They completed the demographic sheet and pretest before lecture, post test I after traditional lab and, post test II after simulation lab.
The self efficacy scale used in this study was originally developed by Schwarzer and Jerusalem (1995), and later adapted by Ferrari and Rockstraw (2005). The questionnaires were extended to include the essential content and concepts of basic cardiovascular assessment skills from the assigned readings, structured traditional lab experience and simulation lab experience scenario designed to teach basic assessment of the cardiac patient. Inter-item reliability coefficient (Cronbach's alpha) for 19 items included in the present study was 0.927.
A repeated measure ANOVA showed a significant change across the three self efficacy scores collected before lecture, after traditional lab and after simulation lab. In comparing the individual self efficacy scores, the greatest change occurred after simulation lab and not the traditional lab.