title: Undergraduate nursing student self-efficacy in patient education in a context-based learning program.
abstract: Educating patients is one recognized strategy to reduce health risks and costs associated with illness and hospitalization. Context-based learning (CBL) has been advocated in nursing education due to its identified advantages, such as students' increased self-confidence. The aim of this comparative, quasi-experimental study was to examine the influence of CBL on undergraduate nursing student self-efficacy in patient education. Twenty-two first-year and 36 third-year nursing students completed the Health Promotion Disease Prevention Inventory examining smoking, exercise, and nutrition. The results show a statistically significant difference between first-year and third-year students in the smoking domain. Third-year students displayed more efficacy related to knowledge about smoking than did first-year students. Both first-year and third-year students indicated that receiving factual information on risk factors was the most helpful source of self-efficacy information. The finding supports the notion that CBL is effective in developing students' self-efficacy.
authors.affiliation: University of Alberta, Edmonton, Alberta, Canada. vdarkwah@ualberta.ca
authors.forename: Vivian
authors.initials: V
authors.lastname: Darkwah
authors.forename: Carolyn
authors.initials: C
authors.lastname: Ross
authors.forename: Bev
authors.initials: B
authors.lastname: Williams
authors.forename: Helen
authors.initials: H
authors.lastname: Madill
mesh_terms: D002170:Canada; D004508:Education, Nursing, Baccalaureate; D004521:Educational Measurement; D015444:Exercise; D005247:Feeding Behavior; D006801:Humans; D010353:Patient Education as Topic; D018794:Problem-Based Learning / Q000379:methods*; D020377:Self Efficacy; D000074606:Smoking Prevention