The effects of a prepracticum educational module on self-efficacy, self-esteem, anxiety, and performanc

The effect of a prepracticum educational module based on information from cross-theoretical, developmental models of supervision was evaluated by measuring beginning practicum students': (a) self-efficacy immediately after the education; (b) anxiety and self-esteem prior to, midway during, and at the end of the practicum; and (c) performance at the end of the practicum. The sample consisted of 92 occupational therapy undergraduate students whose ages ranged from 21--52. Thirty-six percent identified themselves as Hispanic, Asian, Filipino, Asian-Indian, African-American, or multiethnic. Literature was reviewed concerning education, clinical training, self-efficacy, and developmental models of supervision. The educational module consisting of education and self-management strategies regarding trainees' hypothesized developmental cognitive and affective stages was given to 48 students 3 weeks prior to the practicum experience. It was hypothesized that when compared with a similar control group, the experimental group would receive: (a) lower scores in anxiety at the middle and ending periods of the practicum, as measured by the State-Trait Anxiety Inventory (STAI) (Spielberger, 1983); (b) higher scores in self-esteem at the middle and ending periods of the practicum as measured by the Coopersmith Self-Esteem Inventory (SEI) (Coopersmith, 1981); and (c) higher scores in performance at the end of the practicum, as measured by the Occupational Therapy Final practicum. Competency Evaluation (FPCE) (San Jose State University). In addition, prepracticum strength of self-efficacy was hypothesized to predict lower anxiety and higher practicum performance. Analysis of variance and multiple regression were used to analyze the data. The results did not support the main hypotheses; there were no significant group differences in self-esteem, anxiety, self-efficacy, or performance. Both groups showed nonsignificant trends toward increasing self-esteem and decreasing anxiety during the practicum. Self-esteem was inversely, significantly related to state and trait anxiety prior to and at the ending periods of the practicum. Self-efficacy was inversely, significantly related to trait anxiety prior to, at the middle, and ending periods, but was inversely, significantly related to state anxiety only at the end of the practicum. Implications are presented regarding the relationship of self-esteem, anxiety, and self-efficacy in beginning practicum students.