Measuring competence, self-reported competence and self-efficacy in pre-registration students.
Measuring competence, self-reported competence and self-efficacy in pre-registration students.
复制标题
衡量预注册学生的能力、自我报告能力和自我效能。
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Aga Behr
中科院分区：
文献类型：
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作者：
W. Lauder;K. Holland;M. Roxburgh;K. Topping;R. Watson;Martin Johnson;Mary Porter;Aga Behr
目的
测量能力，自我报告的能力和自我效能感;探讨队列和学生入学标准之间的任何差异;并探讨能力，自我报告的能力，支持和自我效能感之间的关系。
方法
所有学生进行了三站客观结构化的临床考试（欧安组织），并已完成了一份问卷，其中包括自我报告的能力，支持和自我效能的措施。两个单一的一年队列的表现，使衡量能力的发展和进步。
结果
学生在沟通和手部消毒的核心通才技能，但表现出低水平的计算能力。
结论
对社会认知理论在注册前课程中的解释价值或实际用途提出了质疑，并对自我报告能力的价值提出了质疑。这对强调自我评估重要性的护理和助产课程有影响。
AIM
To measure competence, self-reported competence and self-efficacy; explore any differences between cohorts and student entry criteria; and explore the relationship between competence, self-reported competence, support and self-efficacy.
METHOD
All students undertook a three-station objective structured clinical examination (OSCE) and had previously completed a questionnaire, which included measures of self-reported competence, support and self-efficacy. The performance of two single year cohorts enabled measurement of competence development and progression.
RESULTS
Students were competent in the core generalist skills of communication and hand decontamination but demonstrated low levels of numeracy.
CONCLUSION
Doubts are raised about the explanatory value or practical use of social cognitive theory in pre-registration curricula and questions are raised about the value of self-reported competence. This has implications for nursing and midwifery curricula, which emphasise the importance of self-assessment.