Preliminary analysis: Nursing turnover rates, nursing students, self-efficacy, continuous selfimprovement and coping skills
Dale M Hilty
Ohio State University, USA
: J Nurs Patient Care
Abstract
Aim: The purpose of this educational intervention was to determine whether high and moderate-low scores on self-efficacy differentiated coping skills with a sample of nursing students. Instrumentation: Self-Efficacy (Schwarzer & Jerusaslem, 1995), Wooden's Competitive Greatness (Hilty, 2017) construct (i.e., being the best you can be when your best is needed, continuous self-improvement, appreciating difficult challenges), and Greenglass' et al. (1999) proactive coping, reflective coping, and strategic planning. If nursing students reported different levels of continuous self-improvement and coping skills in relation to self- efficacy, it may be possible to track these students following graduation to determine the relationship between turnover rates and these research constructs. Methods: A sample of Bachelor of Science in Nursing (BSN) traditional students were divided into two groups using the selfefficacy scales. Hypothesis 1: There would be a difference between self-efficacy (high and moderate-low scoring groups) when compared to the Proactive Coping, Reflective Coping, Strategic Planning scales (SPSS 25, Independent t-test). Hypothesis 2: A difference would be found using self-efficacy as the dependent variable and competitive greatness (i.e., continuous selfimprovement) as the predictor variable (SPSS 25, linear regression). Hypothesis 3: Determine if the reliability estimates would be greater than .80 for engagement common factors for the Self-Efficacy, Proactive Coping, Reflective Coping, and Strategic Planning scales (SPSS 25, Coefficient Alpha). Findings: Hypothesis 1: The Self- efficacy scale was used to divide the nursing student sample into two groups. The high scoring self-efficacy group (N=28) and the moderate-low scoring group (N=33) had essentially the same numbers of students. Independent t-test (N=61) analyses found significant differences between Proactive Coping (p=.001 ), Reflective Coping (p=.001), and Strategic Planning (p=.001) scales. Hypothesis 2: The linear regression analysis confirmed the hypothesis 2 prediction and produced a correlation between self-efficacy and competitive greatness of .515 (r square = .265) which is significant (F (1, 59)=21.307, p=.001). Higher levels of self-efficacy are associated with higher levels of continuous selfimprovement. Hypothesis 3: The coefficient alpha reliability estimates were greater than .80 (Self- Efficacy, .957; Proactive Coping, .816; Reflective Coping, .909; Strategic Planning, .866). Discussion: The statistical analysis of the students scoring high and moderate-low on the self-efficacy scale found significant findings on the proactive coping, reflective coping, and strategic planning scales. Students with higher self-efficacy scores had higher scores on the proactive coping, reflective coping, and strategic planning scales. Conclusion: Regarding hypothesis 1, a future investigation could be designed to determine if students scoring moderate– low on the self-efficacy scale would benefit from an intervention designed to improve their competitive greatness (continuous self-improvement) skills. Next, it would be interesting to explore whether the self-efficacy and self-esteem levels (i.e., students with low scores on efficacy and esteem) would increase to the high scoring levels based on the continuous self-improvement intervention. Last, if student levels of self-efficacy and self-esteem increased as a result of the intervention, it may have a positive influence on RNs with lower self-esteem considering the likelihood of leaving (i.e., turnover) the nursing profession.
Biography
Dale M Hilty, Associate Professor, received his PhD in counseling psychology from Department of Psychology at the Ohio State University. He has published studies in the areas of psychology, sociology, and religion. Between April 2017 and April 2018, his ten research teams published 55 posters at local, state, regional, national, and international nursing conferences.
E-mail: dhilty@mccn.edu
