- Title
- Anxiety, flipped approach and self-efficacy : exploring nursing student outcomes
- Creator
- Croy, Glen; Garvey, Loretta; Willetts, Georgina; Wheelahan, Jamie; Hood, Kerry
- Date
- 2020
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/184425
- Identifier
- vital:16468
- Identifier
-
https://doi.org/10.1016/j.nedt.2020.104534
- Identifier
- ISBN:0260-6917 (ISSN)
- Abstract
- Background: Self-efficacy is crucial for student success. Studies have demonstrated a positive relationship between flipped learning approach and self-efficacy. Anxiety, however, can reduce self-efficacy. Objective: Testing the relationship between the flipped approach and self-efficacy by flipping a nursing module within an externally-imposed and once-off anxiety-inducing context. Method: Students completed a self-efficacy survey before (n = 71) and after (n = 91) a compressed semester, which provided the anxiety-inducing context. Results: Pre-semester self-efficacy was 2.93/4, and post-semester was 2.98/4. The results demonstrated no significant change in students' self-efficacy. Conclusion: We argue the flipped approach counters anxiety-inducing effects to maintain self-efficacy. In less anxiety-inducing contexts, we argue the flipped approach would develop students' confidence, capability, persistence and strength beliefs, collectively enhancing self-efficacy perceptions. © 2020 Elsevier Ltd
- Publisher
- Churchill Livingstone
- Relation
- Nurse Education Today Vol. 93, no. (2020), p.
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- Copyright © 2020 Elsevier Ltd
- Subject
- 4204 Midwifery; 4205 Nursing; Anxiety-inducing; Capability; Confidence; Performance; Persistence; Strength
- Reviewed
- Hits: 1359
- Visitors: 1078
- Downloads: 0