Psychometric Evaluation of the Addiction Self-Efficacy Scale.

Background and Purpose: To psychometrically evaluate a new investigator-developed 14-item Addiction Self-Efficacy Scale (ASES). Methods: One hundred seventy-one subjects (114 male and 57 female) were recruited from an in-house rehabilitation program. Subjects were given the 14-item ASES between days 25 and 30 of the treatment program. Results: The item means ranged from 7.19 to 9.34. There was a ceiling effect on all 14 items. The ASES was found to be multidimensional with two factors accounting for 64% of the total variance explained. Reliability of subscale 1 with nine items was .92 whereas, subscale 2 with five items had a reliability of .86. Conclusions: The ASES has evidence of reliability, face validity, and content validity.

Psychometric Evaluation of the Mock Code Self-Efficacy Scale.

AIM: This study's purpose is to psychometrically evaluate the Mock Code Self-Efficacy Scale. This tool was developed to measure senior baccalaureate nursing students' level of self-efficacy as it pertains to mock codes. BACKGROUND: Cardiopulmonary resuscitation is an essential component of nursing education. METHOD: The Mock Code Self-Efficacy Scale was analyzed for item characteristics, face validity, content validity, reliability, and dimensionality in a sample of senior-level nursing students (n = 153) enrolled in a critical care nursing course. RESULTS: The scale was found to be multidimensional with reliabilities ranging from .75 to .87. Items evidenced a ceiling effect, perhaps due to the instruction given prior to completing the instrument. The instrument evidenced both content and face validity. CONCLUSION: The instrument now can be used to assess if increased self-efficacy is a mediating variable for students to correctly transfer skills learned in a mock code to the clinical setting.

The Psychometric Evaluation of the Revised Clinical Skills Self-Efficacy Scale.

BACKGROUND AND PURPOSE: This study's purpose was to psychometrically evaluate the revised Clinical Skills Self-Efficacy Scale (CSES). Self-efficacy is a predictor of an individual's behavior in situations such as learning to implement a new clinical nursing skill. METHODS: Subjects were nursing students (N = 214). The CSES, an investigator-developed instrument designed to measure nursing students' perceptions of their self-efficacy as it relates to selected clinical skills, was used to measure clinical skills self-efficacy. The instrument consisted of 9 clinical skills. RESULTS: There was evidence from 2 prior pilot studies both supporting the CSES's reliability and validity. CONCLUSIONS: Self-efficacy may be one way to explain the relationship between clinical skills instruction and the successful enactment of these clinical skills.

Psychometric evaluation of the Clinical Skills Self-Efficacy Scale.

AIM: This study uses self-efficacy as a theoretical framework for clinical skills instruction. BACKGROUND: Questions remain regarding the mechanism through which instruction on clinical skills in simulated laboratory settings enables students to successfully incorporate these skills in a clinical setting. Research is needed to determine what type of simulated instruction motivates students to successfully transfer clinical skills learned in a simulated laboratory to patients in a clinical setting. Therefore, the purpose of this study was to psychometrically evaluate an instrument designed to measure clinical skills self-efficacy in nursing students. METHOD: The instrument was administered to 191 sophomore, junior, and senior-level nursing students. RESULTS: This study provides beginning evidence to support the psychometric properties of the investigator-developed Clinical Self-Efficacy Scales (CSES). CONCLUSION: Future research needs to focus on investigating the relationship between increased self-efficacy and the successful enactment of clinical skills.

Health care missions: changing the local landscape.

A nurse changed local healthcare access in a remote area by going to serve the Aymara people in Bolivia as a missionary after her retirement in the United States. Resources for exploring healthcare missions as a second career are offered.

Preoperative teaching and hysterectomy outcomes.

This study used a theoretical model to determine whether an efficacy-enhancing teaching protocol was effective in improving immediate postoperative behaviors and selected short- and long-term health outcomes in women who underwent abdominal hysterectomies. The model used was the self-efficacy theory of Albert Bandura, PhD. One hundred eight patients in a 486-bed teaching hospital in the Midwest who underwent hysterectomies participated. The participation rate was 85%, and the attrition rate was 17% during the six-month study. The major finding was that participants in the efficacy-enhancing teaching group ambulated significantly longer than participants in the usual care group. This is an important finding because the most prevalent postoperative complications after hysterectomy are atelectasis, pneumonia, paralytic ileus, and deep vein thrombosis, and postoperative ambulation has been shown to decrease or prevent all of these complications. This finding could affect the overall health status of women undergoing hysterectomies.