Effect of Self-Efficacy Enhancing Education Program on Family Caregivers\u27 Competencies in Caring for Patients with Mild Traumatic Brain Injury in YOGYAKARTA, Indonesia

Purpose: This study was conducted to examine the effect of a self-efficacy enhancing education program on family caregivers\u27 competencies regarding perceived confidence and performance in caring for patients with mild TBI in Yogyakarta, Indonesia. Methods: The quasi-experimental study, two groups pre-test and post-test design was conducted. Fifty family caregivers and patients with mild TBI who met the inclusion criteria were recruited. The first 25 control group received the routine care were, while another 25 subjects in the experimental group received a self-efficacy enhancing education program developed by the researchers. The program was constructed using Bandura\u27s four sources of self-efficacy. The family caregivers\u27 perceived confidence and performance were measured by using the Perceived Confidence Questionnaire (PCQ) and the Performance Questionnaire (PQ). The data were analyzed using paired t-test, independent t-test, Wilcoxon Signed Rank test, and Mann-Whitney U test. Results: The findings showed that the family caregivers who participated in the program had a higher in perceived confidence (t = 8.30, p < .05) and performance (U = .00, p < .05) in caring for patients with mild TBI upon the completion of the program. Conclusion: This study suggests the program may have contributed in improving the family caregivers\u27 competencies regarding perceived confidence and also influencing their performance in caring for patients with mild TBI. Therefore, this program is recommended for nurses to extend this knowledge for nursing practices and improve family caregivers\u27 competencies in caring for patients with mild TBI before and after discharge

Self-Efficacy After Life Skills Training: A Case-Control Study

Background: Nursing students’ self-efficacy is a predictor for their educational progress. Students, who believe that they can be successful in their studies, are more confident. Therefore, many universities have focused on life skills training programs to improve the mental health of their students. Objectives: This study was conducted to evaluate and compare self-efficacy in two groups of nursing students of Tehran University of Medical Sciences (TUMS). One group of students was trained on life skill programs, and the second group was not trained on the issue. Materials and Methods: A case-control study was conducted on two groups of nursing students in TUMS in the late 2012. The case group (n = 112) had passed life skills training course, and the control group (n = 139) was not trained on the issue. Data was collected using a questionnaire containing 12 questions about demographic features, and the Sherer’s general self-efficacy questionnaire. Data analysis was performed using independent sample t-test, Chi-square, odds ratio, and Fisher’s exact test. Results: In the untrained and trained groups, 23% and 8% of the students had very high self-efficacy, respectively. The overall mean scores of self-efficacy were 41.99 ± 9.31 and 38.99 ± 10.48 in the trained and untrained groups, respectively (P = 0.015), and the higher mean score indicates lower level of self-efficacy. A significant difference was also found between the self-efficacy and family income (P = 0.029). Conclusions: The present study showed that life skills training program did not affect self-efficacy of nursing students. Perhaps, the methods used in education were influencing and then, more effective techniques such as role-play and group discussion should be substituted in life skills training

Recovery self-efficacy and intention as predictors of running or jogging behavior: a cross-lagged panel analysis over a two-year period

Objectives: The study investigates whether two kinds of self-efficacy and intention predict regular running or jogging behavior over 2 yr. Maintenance self-efficacy refers to beliefs about one's ability to maintain a behavior, whereas recovery self-efficacy pertains to beliefs about one's ability to resume a behavior after a setback. Design and methods: Longitudinal data from runners (N=139, 80% men) were collected twice with a time gap of 2 yr. Results: Cross-lagged panel analysis revealed that recovery self-efficacy and intention jointly predicted running/jogging behavior 2 yr later, whereas running/jogging behavior did not predict recovery self-efficacy and intention. No effects of maintenance self-efficacy were found. The majority of participants (n=120) experienced at least one 2-week period of decline in running or jogging behavior. Among those who experienced lapses, recovery self-efficacy remained the only significant social-cognitive predictor of behavior. Conclusions: Recovery self-efficacy is a crucial predictor of regular running or jogging behavior over 2 yr

Life satisfaction and self-efficacy in patients affected by a first stroke living in Kuwait: A two-phase study

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ 2012 Informa Healthcare USA, Inc.Life satisfaction and self-efficacy are important aspects of stroke rehabilitation. Previous research focuses on Western stroke survivors, neglecting the stroke experience in the Middle East. This research was conducted in Kuwait and entailed both quantitative and qualitative phases to obtain a more comprehensive, clinically relevant understanding of self-efficacy and life satisfaction during stroke rehabilitation in this culture. The aims were to: 1) investigate the relationships between self-efficacy and life satisfaction in female patients affected by stroke (Phase 1); and 2) explore health professionals' views regarding the importance of self-efficacy and possible strategies for enhancing self-efficacy during rehabilitation, through semi-structured interviews (Phase 2). Significant correlations were found between patients' general self-efficacy, and psychosocial adaptation self-efficacy following stroke. Self-efficacy (both general and psychosocial adaptation) showed significant correlations with life satisfaction post-stroke. Health professionals (more than half of whom were physiotherapists) recognised the importance of self-efficacy within stroke rehabilitation and identified five main ways to increase self-efficacy during stroke rehabilitation. These were to: 1) motivate and encourage patients; 2) provide more education about stroke and rehabilitation; 3) identify change; 4) offer a high-quality environment and therapy; and 5) set goals. In conclusion, psychosocial self-efficacy was identified as having a stronger relationship to life satisfaction compared with general self-efficacy within this sample of Kuwaiti female patients. Health professionals suggested various strategies for enhancing self-efficacy and thereby life satisfaction post-stroke during the rehabilitation process in Kuwait. Despite the collectivist culture of Kuwait, the findings indicate that the patient's own confidence and sense of responsibility for progress may be relevant to rehabilitation

Self-efficacy, self-esteem, achievement motivation and academic achievement among students in public and private higher institutions

This study examines the differences in academic performances between students from the Public Higher Institutions and the Private Higher Institutions. Sanchez (2006) reported that public schools perform favorably with private schools when students’ income and socio-economic status are taken into account The findings counter a popularly held notion, that private schools outperform public schools. Another finding by The Center on Education Policy (CEP) (2007) also indicated that private school students and public school students perform equally on achievement tests. However this study conducted on 647 second year students in two public and two private universities in Malaysia finds that students from the Public Higher Institutions perform better academically (Mean =3.25, SD =0.38) as compared to students from the Private Higher Institutions ( Mean =3.05, SD = 0.47). The students from the Public Higher Institutions seemed to do better. Hence this study also looked into some psychosocial factors (Self-efficacy , Self-esteem and Achievement Motivation ) that may lead into the explanations on the differences.. The findings are further discussed

Moments of clarity : a study of higher education teachers' professional learning experiences and the transformational process of change in self-efficacy development : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand

This qualitative longitudinal study sought to understand ‘aha’ moments experienced by a group of early career higher education teachers in Aotearoa New Zealand and the role those moments played in the transformational process of change in teacher self-efficacy development. Self-efficacy theory was foregrounded throughout the study, transformation theory provided an established framework to understand the process of transformation, and the notion of threshold concepts was used to conceptualise the ‘aha’ moment and name potential teaching threshold concepts. Aotearoa New Zealand specific teacher self-efficacy studies are important because studies in other contexts have shown self-efficacy is a predictor of teacher motivation, resilience and persistence in the face of difficulties and self-efficacy is linked to successful student achievement. In understanding the relationship between ‘aha’ moments and how these contribute to teacher self-efficacy development, there is the potential for professional learning opportunities that support self-efficacy promotion. Eleven early career teachers shared their experiences of ‘aha’ moments and their interpretation of the role these played in their teacher self-efficacy development. This research found that ‘aha’ moments were personal learning realisations that contributed to change in teacher self-efficacy and that the transformational development of teacher self-efficacy can be understood as a process containing four distinct phases. Furthermore, the transformative ‘aha’ moments, and in particular those that constituted a teaching specific potential threshold concept, provided teachers with an enhanced awareness of teaching capability. Finally, mastery experiences (successful and unsuccessful) were the most commonly described source of efficacy information related to the teachers’ ‘aha’ moments

Living a healthy life : an evaluation of a self-management for chronic conditions course, Arthritis New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science (Health Psychology) at Massey University

Chronic disease management is a major challenge for health care systems in the developed world. Self-management has the ability to help improve health status, health behaviours and reduce health care utilisation for people with chronic disease. In this exploratory before-after cohort study, questionnaires were distributed to people with chronic disease attending a self-management course offered by Arthritis New Zealand. Ninety-four people at baseline, and at six months, 67 people, completed eight health status, four health behaviour, one self-efficacy, and six health care utilisation measures. The 67 participants at six months also completed seven course evaluation measures in addition to course delivery, social support, course barrier and course attendance measures. The relationship at onset between self-efficacy and health status was analysed using a stepwise regression. Self-efficacy, which accounted for 27% of variance, was significantly related to health distress and to the energy levels of participants. To determine the relationship between self-efficacy and self-management behaviours at baseline, standard multiple regressions were run. Self-efficacy was unrelated to the self- management behaviours of the participants at the course onset. To analyse the mediation effect of self-efficacy on health status a stepwise regression was run, while holding self-efficacy constant. Self-efficacy at six months explained 42% of the variance in baseline self-efficacy, after controlling for baseline self-efficacy in the second model, self-efficacy at six months was significantly related to perceived illness intrusiveness and accounted for an additional 58% of the variance. Two hierarchical stepwise-regressions assessed the mediation effect of self-efficacy on self-management behaviours. Self-efficacy at six months accounted for no additional variance in the participants' self-management skills. Paired t-tests and Wilcoxon matched-pairs signed ranks measured changes in health status, self-efficacy, health behaviours and health care utilisation. No significant improvements occurred in health status. Significant improvements occurred in four health outcomes. Independent t-tests and the Mann- Whitney tests identified significant differences between gender, age and location with health status, health behaviour and health care utilisation outcomes at baseline and at six months. The process evaluation of the course showed general satisfaction. Explanations for the results are offered, limitations of the study are highlighted, and suggestions for future chronic disease self-management research are proposed

A survey of parental self-efficacy experiences: maximising potential through health visiting and universal parenting support

Aims: To examine parental self-efficacy experiences for users of a parenting support programme and consider the pertinence of self-efficacy theory to health visiting (public health nursing) practice. Background: Commonly, successful parenting training programmes are underpinned by social learning principles and aim to strengthen parental self-efficacy. However, research examining programme effectiveness rarely discusses how self-efficacy outcomes are achieved. Design: A descriptive survey was completed as the first part of a realistic evaluation study examining how a UK parenting support programme worked. Method: The first part of the realistic evaluation involved validating outcome measures (the Parenting Self-Agency Measure and Self-Efficacy for Parenting Tasks Index subscales) and administering a questionnaire survey. The questionnaire was completed by adults accessing a parenting support programme during a 10-month period (n = 168). Data were analysed using descriptive and inferential statistics. Results. Women were the main users of the programme, which included informal drop-in groups as well as more formalised health visiting services and parenting training courses. The Parenting Self-Agency Measure results indicated good general parental self-efficacy; however, the task-specific Self-Efficacy for Parenting Tasks Indexes scales suggested that parents were less self-efficacious in disciplining children. Lower self-efficacy scores correlated with high ratings for ‘feeling tired’, ‘receiving negative comments’ and ‘giving-in to a child’s demands’. Conclusions: Study results indicate that the domain general and task-specific measures provide different, but helpful, insights into parental self-efficacy experiences. By identifying factors associated with the levels of general and task-specific parental self-efficacy, health visitors can gain a fuller appreciation of support needs. Relevance to practice: To maximise potential through parenting support, attention should be given to addressing factors associated with poorer self-efficacy experiences, including parental tiredness. Equally, practice should be directed at developing community environments that offer exposure to positive praise and the opportunity to practice new skills without facing criticism