Self-Efficacy: A Concept Analysis

Zulkosky, Kristen D.

doi:10.1111/j.1744-6198.2009.00132.x

Cited by 244 publications

(237 citation statements)

References 11 publications

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“…61 In family caregivers of persons with mental illness, greater self-efficacy has been linked with better management of behavioral problems in care receivers, less perceived stress, and lower subjective burden. 6 Two studies have examined self-efficacy of family members of adults with schizophrenia.…”

Section: Self-efficacymentioning

confidence: 99%

Resilience in Family Members of Persons with Serious Mental Illness

Zauszniewski

Bekhet

Suresky

2010

Nursing Clinics of North America

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Section: Self-efficacymentioning

confidence: 99%

Resilience in Family Members of Persons with Serious Mental Illness

Zauszniewski

Bekhet

Suresky

2010

Nursing Clinics of North America

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“…A concept analysis of SE by Zulkosky (2009) explores the "feeling," "thinking," and "behaving" dimensions of the cognitive model. In terms of "feeling," a low sense of SE is associated with stress, depression, anxiety, and helplessness.…”

Section: The Concepts Of Problem-solving and Self-efficacymentioning

confidence: 99%

Problem-Solving Training: Effects on the Problem-Solving Skills and Self-Efficacy of Nursing Students

Ançel¹

2016

EJER

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Problem Statement: Problem-Solving (PS) skills have been determined to be an internationally useful strategy for better nursing. That is why PS skills underlie all nursing practice, teamwork, and health care management, and are a main topic in undergraduate nursing education. Thus, there is a need to develop effective methods to teach problem-solving skills. The present study, as a first study in Turkey, may provide valuable insight for nurse academicians employed at üniversities. Purpose of the Study:This study aims to determine the effect of problemsolving training, through a management course, on nursing students' perceived problem-solving skills and self-efficacy beliefs.Method: Study data, based on pretest-posttest application and a semiexperimental design, were collected using a socio-demographic data form, Problem-Solving Inventory, and Self-Efficacy Scale. Data were analyzed with the Statistical Package for Social Sciences (SPSS) version 15.0 using definitive statistical analysis, the Wilcoxon test, and the Spearman correlation test for inter-scale relations.Findings: After training, the Problem-Solving Inventory (PSI) and SelfEfficacy Scale scores showed a significant difference (p<0.05). Regarding PSI subdimensions, it was determined that students receiving training perceived themselves as more competent in the Reflective Approach, the Evaluative Quick Approach, and the Planned Approach (p<0.05), but there was no difference in the Quick Approach, Abstention Approach, And Self-Reliable Approach. A positive, medium-level but statistically insignificant relation between perceived problem-solving and self-efficacy has been found. 1 1 This summary of the paper was presented at the 1st Eurasian Educational Research Congress at İstanbul University in İstanbul, April 24-26, 2014. 232 Gulsum AncelConclusions and Recommendations: This study shows that training for problem-solving through a structured management course improves confidence in problem-solving skills and self-efficacy beliefs. In light of this, nursing students should be trained in more creative ways than just traditional methods, and PS strategies related to management should be integrated into the nursing process. In this regard, academicians should be aware of the importance of the teaching method used and the content of the course. It is also considered that examining multidimensionally to what extent the nursing process improves PS skills would be useful. Further study is needed to clarify the relation between training programs and perceived problem-solving in different samples.

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“…Relevant competencies: CC3c, CC3f This theme was created using information from Abusabha and Achterberg (26) , Bandura (29) and Zokolsky (30) to define self-efficacy within weight management as individuals' belief in their ability to achieve and maintain weight loss. The participants explained that self-efficacy was connected to their eating (1, 2, 6-8), weight loss (1, 4) and exercise goals (3, 5 and 8) and behaviours.…”

Section: Self-efficacymentioning

confidence: 99%

Undergraduate UK nutrition education might not adequately address weight management

Rogerson

Soltani²,

Copeland³

2015

Public Health Nutr.

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Objective: Weight management appears to be multidimensional and complex, and registered nutritionists might work to educate, promote and provide weightmanagement services to communities, groups and individuals. However, nutrition education might not adequately reflect the weight-management requirements of individuals and groups. The aim of the present study was to investigate if the Association for Nutrition's undergraduate core competency framework for accredited Nutrition degrees sufficiently reflects the weight-management needs and experiences of individuals. Design: A qualitative investigation, conducted within critical realist ontology, was performed to understand the weight-management experiences of dieters and compare these with the Association for Nutrition's accreditation criteria for undergraduate Nutrition degrees. Setting: Framework analysis was used to identify and explain participants' experiences thematically and to compare these with the Association for Nutrition's core competency criteria. Subjects: Participants (n 8) with weight-loss (n 4) and weight-maintenance experiences (n 4) were interviewed using semi-structured interviews to understand weight management at the agential level. Results: Participants described knowledge, exercise, planning, psychological constructs and behaviour-change techniques, determinants of eating and social support as features of weight management. The competency criteria provided clear guidance on all aspects discussed by the group, apart from psychological constructs and behaviour-change techniques and social support. Conclusions: Accredited Nutrition courses might not fully reflect the weightmanagement needs and experiences of individuals. Nutritionists might require greater knowledge of psychology and behaviour change to better understand and accommodate their clients' weight-management needs. Keywords Weight managementWeight loss Weight maintenance Nutrition education QualitativeNutritionists work in diverse roles with groups, communities, individuals and within industry to educate about and promote good health (1) . Depending on their specialism, nutritionists might work with dietitians and other health professionals in hospitals and clinics, within public health and policy development, or provide consultancy services within private practice (2) . To become registered in the UK, nutritionists must register with the UK Voluntary Register of Nutritionists, which is regulated by the Association for Nutrition (AfN) (3) . The AfN also accredits undergraduate Nutrition degrees, which must adhere to strict professional and ethical standards, and provide evidence that the AfN's score competency criteria for undergraduate degree courses have been embedded into the curriculum (3,4) .These competencies were established to define the areas of knowledge and expertise of UK nutritionists (2) ; reflect an international drive to develop standards for practice and workforce development (5) ; and were developed from research highlighting the breadth of knowledge required...

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Self-Efficacy: A Concept Analysis

Cited by 244 publications

References 11 publications

Resilience in Family Members of Persons with Serious Mental Illness

Resilience in Family Members of Persons with Serious Mental Illness

Problem-Solving Training: Effects on the Problem-Solving Skills and Self-Efficacy of Nursing Students

Undergraduate UK nutrition education might not adequately address weight management

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