Educational Climate for Caring, Empowerment, Caring Self-Efficacy, & Professional Nursing Practice in Senior Baccalaureate Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/160713
Type:
Presentation
Title:
Educational Climate for Caring, Empowerment, Caring Self-Efficacy, & Professional Nursing Practice in Senior Baccalaureate Nursing Students
Abstract:
Educational Climate for Caring, Empowerment, Caring Self-Efficacy, & Professional Nursing Practice in Senior Baccalaureate Nursing Students
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2003
Author:Almost, Joan
Contact Address:SON, 43 Trillium Crescent, London, ON, N5Y 4T3, Canada
Co-Authors:Susan E. Anthony
The purpose of this study was to explore the relationship between nursing students’ perceptions of a caring educational climate, psychological empowerment, self-efficacy, and the extent of professional nursing practice. Through the caring curriculum, nursing programs hope to provide an environment that promotes growth of students, enabling them to recognize their own inner knowing. Important transformations occur in the learner as a result of an active teaching-learning approach which increases feelings of self-esteem and confidence, the feelings of increased competence, the sense of increased internal motivation and responsibility, and feelings of empowerment and control (Bevis, 1988). Qualities that will assist them to function more proficiently in a more complex and challenging health care environment. The sample in this study consisted of 54 fourth year direct-entry undergraduate baccalaureate nursing students from a Southwestern Ontario University. Using a descriptive correlational design, participants were asked to complete the Organizational Climate for Caring Questionnaire, the Psychological Empowerment Scale, the Caring Efficacy Scale, the Professional Nursing Practice Questionnaire, and Status and Promotion of Professional Nursing Practice Questionnaire. The students in this study perceived a moderately low organizational climate for caring, but perceived themselves to be moderately empowered, with a moderately high self-efficacy for caring and professional nursing practice behaviour, and a moderately low ability to practice professional nursing behaviours in the hospital setting. Educational climate for caring was positively related to self-efficacy for professional nursing practice (r=.33, p=.01), and frequency of professional nursing practice behaviours (r=.30, p=.01). However, it was not significantly related to psychological empowerment (r=.18) or caring self-efficacy (r=.25). The results of this study support the proposition that the ability of student nurses from a caring-based curriculum to develop confidence and the ability to practice professional nursing is influenced by the quality of the teacher/student relationship and the educational climate. AN: MN030136
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEducational Climate for Caring, Empowerment, Caring Self-Efficacy, & Professional Nursing Practice in Senior Baccalaureate Nursing Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/160713-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Educational Climate for Caring, Empowerment, Caring Self-Efficacy, &amp; Professional Nursing Practice in Senior Baccalaureate Nursing Students </td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Almost, Joan</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">SON, 43 Trillium Crescent, London, ON, N5Y 4T3, Canada</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Susan E. Anthony</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this study was to explore the relationship between nursing students&rsquo; perceptions of a caring educational climate, psychological empowerment, self-efficacy, and the extent of professional nursing practice. Through the caring curriculum, nursing programs hope to provide an environment that promotes growth of students, enabling them to recognize their own inner knowing. Important transformations occur in the learner as a result of an active teaching-learning approach which increases feelings of self-esteem and confidence, the feelings of increased competence, the sense of increased internal motivation and responsibility, and feelings of empowerment and control (Bevis, 1988). Qualities that will assist them to function more proficiently in a more complex and challenging health care environment. The sample in this study consisted of 54 fourth year direct-entry undergraduate baccalaureate nursing students from a Southwestern Ontario University. Using a descriptive correlational design, participants were asked to complete the Organizational Climate for Caring Questionnaire, the Psychological Empowerment Scale, the Caring Efficacy Scale, the Professional Nursing Practice Questionnaire, and Status and Promotion of Professional Nursing Practice Questionnaire. The students in this study perceived a moderately low organizational climate for caring, but perceived themselves to be moderately empowered, with a moderately high self-efficacy for caring and professional nursing practice behaviour, and a moderately low ability to practice professional nursing behaviours in the hospital setting. Educational climate for caring was positively related to self-efficacy for professional nursing practice (r=.33, p=.01), and frequency of professional nursing practice behaviours (r=.30, p=.01). However, it was not significantly related to psychological empowerment (r=.18) or caring self-efficacy (r=.25). The results of this study support the proposition that the ability of student nurses from a caring-based curriculum to develop confidence and the ability to practice professional nursing is influenced by the quality of the teacher/student relationship and the educational climate. AN: MN030136 </td></tr></table>en_GB
dc.date.available2011-10-26T23:09:27Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T23:09:27Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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