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Self-efficacy Perception (self-efficacy + perception)

Distribution by Scientific Domains

Medical Sciences	100%

Selected Abstracts

Gender Stereotypes: An Explanation to the Underrepresentation of Women in Emergency Medicine

ACADEMIC EMERGENCY MEDICINE, Issue 7 2010
Thierry Pelaccia MD
ACADEMIC EMERGENCY MEDICINE 2010; 17:775,779 © 2010 by the Society for Academic Emergency Medicine Abstract Objectives:, Women are underrepresented in emergency medicine (EM) residency programs in comparison with many other specialties. The reasons for this are unclear. One hypothesis is that negative gender stereotypes about EM careers might exist among female medical students. In the field of education, negative gender stereotypes are known to lead to career avoidance, because they tend to decrease self-efficacy perception. The aims of this study were to assess the prevalence of negative gender stereotypes about EM practice among medical students and to measure the effects of these stereotypes on females' self-efficacy perception toward EM learning. Methods:, A survey was conducted of the 255 third-year medical students from three medical schools who attended a mandatory EM academic program in France. They completed an anonymous questionnaire exploring their gender stereotypes about EM practice and their self-efficacy perception toward EM learning. Results:, Gender stereotypes are common among medical students, especially in women. Self-efficacy perception is negatively correlated to female students' belief that EM careers are better suited for men (p < 0.05). Conclusions:, Negative gender stereotypes among female medical students may lead to EM career avoidance, because of the decrease in their self-efficacy perception toward EM learning. [source]

Family support, perceived self-efficacy and self-care behaviour of Turkish patients with chronic obstructive pulmonary disease

JOURNAL OF CLINICAL NURSING, Issue 8 2007
Magfiret Kara Ka
Aim., The purpose of this study was to describe family support, self-efficacy perception and self-care behaviour among patients with chronic obstructive pulmonary disease and to ascertain the relationship between these variables. Background., It is important to work at improving confidence in the patients' ability to follow a self-care regimen by increasing self-efficacy. Family support also plays an important role in self-care activities. Method and design., The study design is descriptive and correlational. Of 230 patients with chronic obstructive pulmonary disease who were recruited for the study, 200 agreed to participate. The patients were recruited by the first author from an outpatient clinic in the Department of Chest Disease of a university hospital and a pulmonary hospital in Erzurum, eastern Turkey. Data were collected by using a demographic data form, the Perceived Social Support from Family Scale, the Chronic Obstructive Pulmonary Disease Self-efficacy Scale and the Alberto Chronic Obstructive Pulmonary Disease Self-care Behaviour Inventory. Results., Although most participants (91·5%) perceived that they had family support and more than three quarters (73·0%) of the participants engaged in an adequate amount of self-care behaviours, only twenty five participants' (12·5%) perceived self-efficacy as high. There were statistically significant positive relationships between family support and self-care behaviour (r = 0·302; p = 0·01) and between self-efficacy and self-care behaviour (r = 0·186; p = 0·01). There was also a statistically significant positive relationship between family support and self-efficacy (r = 0·412; p = 0·01). Conclusion., The results of the study demonstrated weak to moderate, but statistically significant, relationships between family support and self-care behaviours, self-efficacy and self-care behaviour and family support and self-efficacy in Turkish patients with chronic obstructive pulmonary disease. Relevance to clinical practice., The assessment of the family support, self-efficacy and self-care behaviours of the patients with chronic obstructive pulmonary disease should be an essential part of nursing practice. The study also provides the foundation for the conduct of future studies of self-care training for managing patients with chronic obstructive pulmonary disease. [source]

Impact of training periods in the emergency department on the motivation of health care students to learn

MEDICAL EDUCATION, Issue 5 2009
Thierry Pelaccia
Objectives, Motivation is one of the most important factors for learning and achievement. The perceived value of the task, perceptions of self-efficacy and beliefs about control of learning are the main determinants of motivation. They are highly influenced by the individual's personal history and especially by significant past experiences. We assessed the impact of training periods in the emergency department on the motivation of health care students to learn in the field of emergency medicine. Methods, A survey was conducted in 2008 with 112 undergraduate medical students and 201 undergraduate nursing students attending an emergency medicine academic programme. At the beginning of the course, the students completed an anonymous 26-item questionnaire to assess their motivational orientations. Results, Perceived task value was higher for students who had previously attended a training period in the emergency department (P = 0.002). Perceived self-efficacy was depressed when the respondent had been confronted with negative outcome events (P < 0.001). Control of learning beliefs was affected negatively in students who had attended a training period in the emergency department (P < 0.001). Conclusions, Motivation is a major contributor to the success of learning. Training periods in the emergency department can have positive and negative impacts on the learning motivation of medical and nursing students in the field of emergency medicine. Ideally, and in terms of increasing motivation, health care students should gain experiential learning in the emergency department before attending a corresponding academic course. During this period, tutors should provide appropriate supervision and feedback in order to support self-efficacy perception and learning control beliefs. [source]