scholarly journals Examining Self-Efficacy and Self-Esteem in Healthcare Students Participating in an Interprofessional Critical Care Simulation

2018 ◽  
Vol 10 (9) ◽  
pp. 81
Author(s):  
Michelle Lynne Allen ◽  
Maureen Emlund ◽  
Michal Kozdronkiewicz ◽  
Kristen Bayer ◽  
Mary Groll ◽  
...  
Keyword(s):  
Critical Care ◽  
Social Work ◽  
Cardiopulmonary Resuscitation ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Interprofessional Education ◽  
Social Work Students ◽  
Self Esteem ◽  
Healthcare Students ◽  
Role Confusion

BACKGROUND: Interprofessional education (IPE) is becoming increasingly encouraged in healthcare. However, a lack of consensus exists in how IPE should be provided. The research at hand examines changes in self-efficacy and self-esteem in 132 nursing, dietetic, physician assistant, and social work students when participating in a critical care simulation. The simulation focused on a septic patient requiring cardiopulmonary resuscitation.METHOD: This quantitative, repeated measures and correlational study utilized the Generalized Self-Efficacy Scale and Rosenberg Self-Esteem Scale to examine a possible relationship between self-efficacy and self-esteem. In addition, exploration of changes in self-efficacy and self-esteem after participating in the cardiopulmonary simulation was conducted.RESULTS: There was a statistically significant medium, positive correlational relationship between self-efficacy and self-esteem in healthcare students participating in a cardiopulmonary resuscitation simulation (p<0.001). Healthcare students did not experience statistically significant gains in self-efficacy and self-esteem (p>0.05). During debriefing, students expressed experiencing role confusion when working with each other.CONCLUSION: More IPE experiences, including in mock code simulations, is necessary to enhance communication, collaboration, and prevent role confusion.HIGHLIGHTS:More interprofessional education is necessary to prevent role confusionSelf-efficacy and self-esteem have a positive correlation in IPE critical care simulationHealthcare students did not have significant gains in self-efficacy and self-esteem

scholarly journals Evaluating an Advance Care Planning Skills Training for Medical, Nursing, and Social Work Students

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 243-243
Author(s):  
Todd Becker ◽  
John Cagle
Keyword(s):  
Social Work ◽  
Advance Care Planning ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Social Work Students ◽  
Skills Training ◽  
Self Report ◽  
Care Planning ◽  
Interprofessional Teamwork ◽  
Advance Care

Abstract Advance care planning (ACP) helps to ensure future healthcare is congruent with individual preferences. Curricula for health-focused professions rarely include ACP content. This is a repeated measures evaluation of an innovative, interprofessional student training to enhance the ability to lead ACP discussions. Outcomes were measured via self-report surveys at two timepoints (baseline = T1 [n = 35]; posttraining follow-up = T2 [n = 20]) and included validated measures of communication self-efficacy, ACP self-efficacy, and interprofessional teamwork. Data collection from a third timepoint (T3), following randomized group assignment is currently underway. The matched T1–T2 sample (N = 17) included students from medicine (64.7%), nursing (17.6%), and social work (17.6%). Participants were largely young (M=26 years), non-Hispanic (94.0%), White (59.0%), and female (71.0%). Paired t tests examined change from T1 to T2 for all outcomes. Despite worse communication self-efficacy (Mdiff=1.6, p<.001) and ACP self-efficacy (Mdiff=.92, p<.001), perceptions of interprofessional teamwork improved (Mdiff=3.0, p=.008). These T1–T2 findings mirror results from similar, prior research, which subsequently discovered that both self-efficacy outcomes and their effect sizes for change worsened at T2, but ultimately and substantially improved at T3. These fluctuations suggest participants initially overestimated their self-efficacy related to ACP at T1 and corrected their appraisals at T2. Other studies should account for this self-correction. Further replication is needed to understand the dip that appears to occur before anticipated improvements occur.

Evaluating Social Work Field Instruction: Rotations Versus Year-Long Placements

1997 ◽  
Vol 7 (3) ◽  
pp. 402-414 ◽  
Author(s):  
Lawrence Cuzzi ◽  
Gary Holden ◽  
Peter Chernack ◽  
Steve Rutter ◽  
Gary Rosenberg
Keyword(s):  
Social Work ◽  
Work Environment ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Social Work Students ◽  
Evaluation Study ◽  
General Sense ◽  
Field Instruction ◽  
Professional Activities ◽  
Academic Year

A replication of a previously reported fieldwork evaluation study is presented. The study involved a comparison of a typical, year-long fieldwork placement composed of three distinct rotations, each approximately 10 weeks in length. The sample included 23 social work students in a large, urban, public hospital. Changes in students' general sense of self-efficacy, self-efficacy regarding specific professional activities, and perceptions of both their ideal and actual work environment were assessed. In general, results very similar to the original study were observed. There were ho significant intergroup differences and virtually no changes in students' general sense of self-efficacy. There were no significant intergroup differences in student's self-efficacy regarding hospital social work, but for the group as a whole, there were significant increases over the course of the academic year. The trend was for rotation students to view the work environment more positively.

Social Work Students’ Perceptions of Themselves and Others: Self-Esteem, Empathy, and Forgiveness

2012 ◽  
Vol 38 (1) ◽  
pp. 89-99 ◽  
Author(s):  
Barbara F. Turnage ◽  
Young Joon Hong ◽  
Andre P. Stevenson ◽  
Beverly Edwards
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Self Esteem

scholarly journals Using Facebook for Improving the Psychological Well-Being of Individuals Experiencing Homelessness: Experimental and Longitudinal Study

2018 ◽  
Vol 5 (4) ◽  
pp. e59 ◽  
Author(s):  
Fran Calvo ◽  
Xavier Carbonell
Keyword(s):  
Social Skills ◽  
Longitudinal Study ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Satisfaction With Life ◽  
Well Being ◽  
Self Esteem ◽  
Psychological Well Being ◽  
Mixed Analysis ◽  
Office Software

Background Web-based social networks are a powerful communicative element and their use is increasingly widespread. Persons living in extreme social exclusion such as individuals experiencing homelessness can benefit from the positive elements of communication and relationship associated with social networking sites. Objective This study aimed to suggest the comparison of a Facebook training course and an office software course and their effect on psychological well-being in a group of individuals experiencing homelessness. Methods An experimental and longitudinal study was designed. Individuals experiencing homelessness were randomly assigned to either the Facebook group or the office software group, and their social skills, self-esteem, self-efficacy, and satisfaction with life were measured on 4 occasions: pretest, at the end of the training course, 1 month later, and 3 months later. A mixed analysis of variance of repeated measures (2×4) was performed. Results A total of 92 individuals experiencing homelessness participated in the study. The number of cases in which the 4 measurements were completed was 71 (35 in the intervention group and 36 in the control group). The mixed analysis of variance of repeated measures and the multiple regression analysis indicated a significant increase of the 4 analyzed parameters, with greater significance in the areas of social skills and self-esteem. The critical levels associated to the interaction Time×Program were significant in all variables and levels. Therefore, the scores in the 4 analyzed constructs were not equal according to the program carried out throughout the work. The effect size associated to the interaction Time×Program in the social skills scores was large (η2=0.32); in the self-esteem and self-efficacy scores, it was medium, (η2=0.13); and in the satisfaction with life scores, it was small (η2=0.09). The results of the adjustment of the different models of multiple linear regression indicate that the number of hours devoted weekly to the use of Facebook was a predictor of the increase in the scores of social skills (B=3.43, r2=.405) and self-esteem (B=.382). Age (B=.175) and self-efficacy (B=.09) were also variables, which with independence and in equal conditions, predicted self-esteem (r2=.29). Finally, self-esteem (B=.69) was also a predictor variable of the increase of satisfaction with life (r2=.195). Conclusions These findings suggest that Facebook could be a key element in homeless psychological well-being and socialization.

Fostering Practice Self-Efficacy: An Exercise to Promote Student Self-Efficacy and Evidence-Based Practice

2016 ◽  
Vol 21 (1) ◽  
pp. 23-31
Author(s):  
Lydia Ogden
Keyword(s):  
Substance Use ◽  
Social Work ◽  
Educational Policy ◽  
Self Efficacy ◽  
Evidence Based Practice ◽  
Social Work Students ◽  
Role Playing ◽  
Professional Responsibility ◽  
Evidence Based ◽  
Accreditation Standards

This teaching note describes my experience discovering and addressing challenges to graduating baccalaureate social work students' self-efficacy, particularly on the use of a substance-use-oriented evidence-based practice (EBP) in fieldwork placements. This discovery led to the development of an exercise, presented here, to proactively identify and address such challenges. The exercise consists of a structured discussion that invokes theory and professional responsibility, followed by the instructor modeling role playing for the class. The exercise culminates in dyadic role playing between students with individualized feedback provided by the professor. In addition to promoting student self-efficacy, the exercise is designed to address practice competencies specified by the Council on Social Work Education's Educational Policy and Accreditation Standards and specifically to promote the use of EBP in the field.

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