Investigation Into The Relationship Between BSN's General Self-Efficacy And Clinical Behaviors

ObjectiveTo describe BSN's general self-efficacy (GSE) and clinical behaviors, and to determine what relationship between them, and then to identify whatfactors can influence them. MethodsBSN's clinical evaluation tool (CET) originally developed by Wangyanmei was revised according to the aim of research. 30 subjects were involved to pre-test the reliability of CET and GSES. Then Cluster sampling was used to survey GSE and clinical behaviors for 209 BSNs by GSES, and CET applying the method of Cross-section survey during Nov and Dec in 2004. Moreover, the data were analyzed by t-test, AVOVA, multiple linear regression analysis, and Pearson interco-relations.Results1. The .GSES' mean for 100 subjects which was 48 per cent of total, was higher than the items'mean for 2.91 ± 0.44.2 The CET mean that had been got by 112 subject which was 54 per cent of total, was higher than items'mean of CET for 3.95 ±0.45. The score was higher in affective and psychomotor domain than cognitive domain.3. There was a positive correlation between GSE and CET.4. There was significant difference in different CET groups existed based on GSES (PO.01). Four factors influencing the GSE were discovered, which were the students' clinical behavior, hospital, school and teachers' ages.5. There was significant difference in different GSES groups, teachers' devotion, students' satisfaction and affiliated hospital existed based on CET (PO.01).6. The factors affecting clinical behaviors were as follow: GSES, students' satisfaction, teacher's devotion, the number of attended wards, andthe title of a technical post for teacher, school and hospital. Conclusion1. The GSE were at middle or above middle level for most of students.However, it was found that the total mean of BSNs' GSE during clinical practice was lower than the integrated mean conclued by system reviewed the researches of GSE around the world.2. The subjects' clinical behaviors judged by the evaluation standard was excellent. The affective and psychomotor domain behaviors were better than cognitive domain behaviors. So strategies should be taken to improve cognitive domain behaviors in the middle or late phase of clinical study.3. The main source to develop GSE levels came from student' own clinical activities. School and hospital provided the opportunity to improve GSE levels. The clinical teachers' age also played a role in advancing GSE' levels. So educators should fully exert the positive function of these sources to increase GSE' levels.4. Because student behaviors were influenced significantly by factors mentioned above, educators should pay more attention to identifying the positive and negative factors, and apply strategies to change student behavior in clinic.5. The limitation of the study was that the self-evaluation was the only operational means that may make the result subjective, and because exerting cross-section design carried out the study the result may not be justified sufficiently.6. Suggestions for further studyTo verify the reliability and validity of CET in further clinical evaluation, and investigate into the deeper relationship between clinical behavior and students' self-efficacy that is closely related to nursing activities, and teacher's self-efficacy, general self-efficacy in clinical evaluation by employing multi-methods and tools related to profession. To explore relationships between rotating time and clinical behaviors.