SELF-EFFICACY IN CLINICAL TEACHING AMONG NURSES AND ASSOCIATED FACTORS AT NAM DINH UNIVERSITY OF NURSING IN 2025
Main Article Content
Abstract
Objective: To assess the confidence levels of nurses in clinical teaching for nursing learners at practice settings and to identify associated factors.
Methods: A cross-sectional descriptive study was conducted on 400 nurses serving as visiting lecturers at Nam Dinh University of Nursing from January 2025 to June 2025. Data were collected online using the self-efficacy in teaching tool - nursing education.
Results: Among the 400 participants, the majority were married (68.3%). Regarding educational attainment, those with a bachelor’s degree accounted for the highest proportion (46%). Most subjects were working in the public health sector (91.3%), with the majority employed at the provincial level (58%). In terms of professional roles, department head nurses comprised the largest group (40.8%). The confidence levels of the nurses were predominantly average (44.5%) and low (37%), while only 18.5% reached a high level. Significant associations were found between general characteristics and clinical teaching confidence. Specifically, high confidence was more prevalent among those aged over 51, females, PhD holders, those with 5-10 years of work experience, those working at central-level facilities, and hospital chief nursing officers.
Conclusion: The confidence level of nurses in clinical teaching was mainly at an average-to-low level and was significantly associated with educational level, healthcare tier, and professional position.
Article Details
Keywords
Self-efficacy, clinical teaching, nurses, nursing educators.
References
[2] Chiona B.C, Msiska M. The self-efficacy of Malawian nursing educators towards the use of case study teaching method. Malawi Med J, 2023, 35 (2): 89-94. doi: 10.4314/mmj.v35i2.3.
[3] Nguyen V.N.B, Forbes H, Mohebbi M, Duke M. The effect of preparation strategies, qualification and professional background on clinical nurse educator confidence. J Adv Nurs, 2018, 74 (10): 2351-62. doi: 10.1111/jan.13737.
[4] Abdelkader A.M, Abed El-Aty N.S, Abdelrahman S.M. The relationship between self-confidence in learning and clinical educators’ characteristics by nursing students. International Journal of Nursing Education, 2021, 13 (2): 1-10. doi: 10.37506/ijone.v13i2.14614.
[5] Garner S.L, Killingsworth E, Bradshaw M, Raj L, Johnson S.R, Abijah S.P et al. The impact of simulation education on self‐efficacy towards teaching for nurse educators. International Nursing Review, 2018, 65 (4): 586-595. doi: 10.1111/inr.12455.
[6] Jetha F, Boschma G, Clauson M. Professional development needs of novice nursing clinical teachers: a rapid evidence assessment. International Journal of Nursing Education Scholarship, 2016, 13 (1): 1-10. doi: 10.1515/ijnes-2015-0031.
[7] Halton J, Ireland C, Vaughan B. The transition of clinical nurses to nurse educator roles - a scoping review. Nurse Education in Practice, 2024, 78: 1-14. doi: 10.1016/j.nepr.2024.104022.
[8] Nguyễn Bá Tâm, Phạm Thị Thu Hương, Nguyễn Thị Thảo, Trương Thị Mai Quyên. Môi trường làm việc của điều dưỡng và một số yếu tố liên quan tại một số bệnh viện công lập tại Hà Nội năm 2023. Tạp chí Khoa học Điều dưỡng, 2024, 7 (4): 87-96. doi: 10.54436/jns.2024.04.837.
[9] Crider C. Pedagogical content knowledge for nurse educators: an intersection of disciplines. Teaching and Learning in Nursing, 2022, 17 (4): 449-454. doi: 10.60099/prijnr.2023.260333.
[10] Gcawu S.N, van Rooyen D. Clinical teaching practices of nurse educators: An integrative literature review. Health SA Gesondheid, 2022, 27: 1728. doi: 10.4102/hsag.v27i0.1728.