Effects of computer-based clinical conferencing on nursing students' self-efficacy.
A pretest-posttest, quasi-experimental, control group design and Bandura's theory of self-efficacy were used to examine the influence of computer conferencing on fourth-year baccalaureate nursing students' self-efficacy for professional nursing competencies and computer-mediated learning (CML) during a final clinical practicum. Descriptive analysis was also used to explore themes regarding strengths and challenges of online learning. The convenience sample included 42 direct-entry students (control group: n = 27; online intervention: n = 15). Within both groups, there was a significant difference in self-efficacy for nursing competencies from pretest to posttest. However, between-group posttest scores were not significantly different. Computer conferencing enhanced learning, and students' self-efficacy for CML increased at posttest. Strengths of CML included connection, support, learning, and sharing. Challenges involved time and Internet access. Insights gained may assist educators in curriculum development when considering how CML strategies support clinical courses and strengthen learning communities.
Babenko-Mould
Yolanda
Y
Faculty of Health Sciences, School of Nursing, The University of Western Ontario, London, Ontario, Canada. ybabenko@sympatico.ca
Andrusyszyn
Mary-Anne
MA
Goldenberg
Dolly
D
D000328:Adult; D000704:Analysis of Variance; D003194:Computer-Assisted Instruction / Q000379:methods*; D004508:Education, Nursing, Baccalaureate; D005260:Female; D006801:Humans; D020407:Internet; D008297:Male; D009864:Ontario; D020377:Self Efficacy