The development of self-confidence in undergraduate nursing students in Ireland

Chesser-Smyth, PA

Abstract

Aim The aim of this research study was to establish the effects of classroom learning and
clinical practice on the development of self-confidence amongst undergraduate nursing
students in Ireland.
Background
Self-confidence underpins nurses' competence to carry out care effectively and is an
important aspect of learning to be a nurse. Yet, there is little empirical evidence that
demonstrates its full utility in nursing, and, to date, no evidence addressed how selfconfidence
develops from the students' perspectives or the impact of clinical practice on
students' self-confidence.
Method
This study examined the extent to which theoretical preparation and clinical practice
influenced self-confidence among first-year undergraduate nursing students in Ireland. This
was achieved through a sequential, mixed methods, three-phase design that involved pretest
and post-test measurements of self-confidence, a student self-evaluation questionnaire
(SSEQ), focus group interviews and an analysis of the relevant curriculum content. The study
was underpinned by Bandura's Social Learning theoretical model. The sample was taken
from three cohorts of students at three institutes of technology in Ireland. Data analysis
included descriptive statistics, inferential statistics, and qualitative content analysis.
Results
A two-stage model was developed that identified how self-confidence was influenced in the
clinical and non-clinical environments. Factors in clinical practice exerted the most influence.
Self-confidence was promoted particularly through positive preceptorship experiences, peer
influence and successful mastery experiences of clinical practice. It was instilled through a
sense of trust, recognition of performance, constructive feedback, and being made to feel
part of the team. Self-confidence fluctuated during the first clinical placement, and, as
nursing students' self-confidence developed, motivation towards academic achievement
increased simultaneously. There was considerable variation in the amount and nature of
theoretical preparation. The linking of theory to practice was realised only on return to the
classroom in the first year. Conversely, self-confidence was quickly eroded by poor preceptor
attitudes, lack of communication, and feeling undervalued. The threat of the formal
assessment remained powerfully dominant over creativity and the development of critical
thinking which consequently hindered the development of self-confidence.
Conclusion
This study offers a new understanding of facilitators and barriers to the promotion of selfconfidence
amongst nursing students that has international relevance for undergraduate
education. The development of self-confidence needs to be targeted from the
commencement of the first year as opposed to nursing students feeling unprepared and
lacking self-confidence at the point of qualification. The development of an identified learning
outcome in the design and delivery of undergraduate nursing programmes is recommended
to demonstrate the importance of this attribute. Secondly, this is required to combat the
current assumption that self-confidence occurs spontaneously during the undergraduate
nursing programme. A set of recommendations have been developed to aid the
enhancement of self-confidence in the educational preparation of nursing students for the
complexities of nursing in the 21st century.

Citation

Chesser-Smyth, P. The development of self-confidence in undergraduate nursing students in Ireland. (Thesis). University of Salford

• Thesis Type: Thesis
• Deposit Date: Aug 5, 2021
• Award Date: Jan 1, 2012