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Self-efficacy of nurses with intermittent auscultation before and after an education on a new protocol

Wilson, Kathryn (2022) Self-efficacy of nurses with intermittent auscultation before and after an education on a new protocol. Undergraduate Thesis, University of Pittsburgh. (Unpublished)

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Abstract

Introduction: Self-efficacy is defined as a person’s internal judgement of one’s own abilities to perform certain behaviors. Self-efficacy is conceptualized by four domains: performance experiences, observational learning, verbal persuasion, and emotional status. A birthing unit at a tertiary referral center formalized the practice of intermittent auscultation (IA) for low-risk patients admitted for labor by developing a new protocol. The question investigated was whether education affected nurses’ self-efficacy with IA. The objectives were to develop a questionnaire to evaluate nurse’s self-efficacy with IA and to evaluate responses to the questionnaire for change pre- and post-education on the new protocol for IA.
Methods: This observational study was conducted with a convenience sample of new labor and delivery nurses who attended an education session about fetal monitoring. Demographic data was collected about age, nursing education degree, years of experience, and years worked in a labor and delivery unit. The investigator-developed questionnaire was distributed pre- and post-education session to assess self-efficacy. Items distributions for each item pre- and post-education were analyzed. A correlation matrix was completed with an accepted range set as 0.6-0.8. A Cronbach’s alpha of pre-education responses was conducted at p<0.005. A Wilcoxon signed-rank test was completed at an item level with an alpha set to 0.05. All data was analyzed using SPSS 28.0.1.0.
Results: The sample consisted of 43 subjects who were mostly nurses who had 0-10 years’ experience as a nurse or experience in a labor and delivery unit. The item that had the greatest change post-education was item 1, “I have sufficient knowledge of what intermittent auscultation is”, the proportion of agree and strongly agree increased by n=33 (77%). The correlation matrix reported 11 instances in the acceptable range. The Cronbach’s alpha was 0.91. The related-samples Wilcoxon signed rank test showed that seven questions demonstrated statistically significant differences.
Conclusion: The questionnaire was reliable and accurately measured the construct of self-efficacy with IA. A lecture-based education session on IA increased self-efficacy in each of its domains. A factor analysis should be conducted of this tool. This would produce a scale that focuses on IA education and the domains of self-efficacy, which has not been researched.


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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Wilson, Kathrynkaw245@pitt.edukaw2450000-0002-0532-0818
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Thesis AdvisorFounds, Sandrafoundss@pitt.edufoundss
Committee MemberDemirci, Jilljvr5@pitt.edujvr5
Committee MemberZabielski, Maryzabimt@upmc.edu
Committee MemberRohay, Jefferyjrohay@pitt.edujrohay
Date: 25 April 2022
Date Type: Publication
Defense Date: 7 April 2022
Approval Date: 25 April 2022
Submission Date: 21 April 2022
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 39
Institution: University of Pittsburgh
Schools and Programs: University Honors College
School of Nursing > Nursing
Degree: BSN - Bachelor of Science in Nursing
Thesis Type: Undergraduate Thesis
Refereed: Yes
Uncontrolled Keywords: Self-Efficacy, Nurses, Intermittent Auscultation
Date Deposited: 25 Apr 2022 23:37
Last Modified: 25 Apr 2022 23:37
URI: http://d-scholarship.pitt.edu/id/eprint/42697

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