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Correlation between Students\' Physical Assessment Self-efficacy and their Perceived Effectiveness of Clinical Instruction

Abstract

Eduardo L. Fabella, Ma. Carla G. Vigonte, Efren P. Molina

A descriptive research design was employed to determine the physical assessment self-efficacy of 73 BS Nursing students of Omar Al-Mukhtar University (Libya) following a nine-day training on cephalocaudal examination using a self-assessment tool that was constructed by the authors (Cronbach's α = 0.972). Simultaneously, the perception of these nursing students on the effectiveness of physical assessment clinical instruction was evaluated using a tool based on Keller's ARCS Model of Motivational Design (Cronbach's α = 0.852). This research was conducted to evaluate a possible relationship between the student's confidence to perform a skill essential to their future professional practice and their perceived effectiveness of the instruction that they received from the nursing faculty. It was determined that students had a high level of self-efficacy in performing physical assessment following the training. They similarly perceived the instruction as highly effective. However, no statistical evidence was found to establish that the students' level of self-efficacy was directly related to the effectiveness of instruction.

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