Use of genitourinary teaching associates (GUTAs) to teach nurse practitioner students: is self-efficacy theory a useful framework?
Self-efficacy theory guided an examination of the effect of an educational activity using genitourinary teaching associates (GUTAs) with beginning nurse practitioner students. Confidence in and comfort with learning and performing the examinations were evaluated prior to and immediately after the GUTA activity. Statistical analyses revealed significant increases in confidence following all activities with GUTAs, consistent with self-efficacy theory. Comfort levels also increased. The significant improvement in confidence supported the use of the theory, and the increase in comfort contributes to the competence of students as they begin working with real patients.
University of Maryland, School of Nursing, Suite 311, 655 West Lombard Street, Baltimore, MD 21201, USA. jenkins@son.umaryland.edu
Louise S
LS
Jenkins
Kathy
K
Shaivone
Nancy
N
Budd
Carolyn F
CF
Waltz
Kathleen A
KA
Griffith
D002983:Clinical Competence; D005260:Female; D052776:Female Urogenital Diseases / Q000451:nursing*; D006801:Humans; D008297:Male; D052801:Male Urogenital Diseases; D009722:Nurse Practitioners / Q000193:education*; D009723:Nurse-Patient Relations; D016544:Patient Simulation; D010808:Physical Examination; D011582:Psychological Theory; D020377:Self Efficacy; D014481:United States