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The Sources of Research Self-Efficacy in Postgraduate Nursing Students: A Qualitative Study

Postgraduate students are required to undertake a series of research assignments. Research self-efficacy is regarded as the sense of faith in their ability to accomplish research tasks. However, it is unclear how research self-efficacy plays a role in second-year nursing postgraduate students who ha...

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Detalles Bibliográficos
Autores principales: Gong, Jiali, Chen, Meizhen, Li, Qiuping
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9498380/
https://www.ncbi.nlm.nih.gov/pubmed/36141324
http://dx.doi.org/10.3390/healthcare10091712
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author Gong, Jiali
Chen, Meizhen
Li, Qiuping
author_facet Gong, Jiali
Chen, Meizhen
Li, Qiuping
author_sort Gong, Jiali
collection PubMed
description Postgraduate students are required to undertake a series of research assignments. Research self-efficacy is regarded as the sense of faith in their ability to accomplish research tasks. However, it is unclear how research self-efficacy plays a role in second-year nursing postgraduate students who have been enrolled for a period of time and have not yet met graduation requirements. This study aims to explore the sources of second-year nursing postgraduate students’ research self-efficacy in response to research tasks. A descriptive phenomenological approach was used in this study. A total of 13 second-year nursing postgraduate students participated in semi-structured interviews using a purposive sampling method. Content analysis was applied to analyze the interview data after verbatim transcription. Participants stated that they had gained a great deal of support but were somewhat less confident. Three themes were refined: (a) intrinsic sources of research self-efficacy (differences in cognitive ability, internal driving force, with successful experience), (b) extrinsic sources of research self-efficacy (family support, peer support, mentor support), and (c) unmet support may cause low self-confidence (inadequate self-support, inadequate extrinsic-support, lack of motivation from successful experiences). The postgraduate students in this study accepted the objectives of the master’s training and actively practiced research exploration. They were motivated to persevere through their internal and external support, albeit with some negative aspects that deserve our attention. Interventions for postgraduate students’ cognitive awareness, constant support during their postgraduate career, and finally, guiding summaries may have a positive impact on their self-efficacy.
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spelling pubmed-94983802022-09-23 The Sources of Research Self-Efficacy in Postgraduate Nursing Students: A Qualitative Study Gong, Jiali Chen, Meizhen Li, Qiuping Healthcare (Basel) Article Postgraduate students are required to undertake a series of research assignments. Research self-efficacy is regarded as the sense of faith in their ability to accomplish research tasks. However, it is unclear how research self-efficacy plays a role in second-year nursing postgraduate students who have been enrolled for a period of time and have not yet met graduation requirements. This study aims to explore the sources of second-year nursing postgraduate students’ research self-efficacy in response to research tasks. A descriptive phenomenological approach was used in this study. A total of 13 second-year nursing postgraduate students participated in semi-structured interviews using a purposive sampling method. Content analysis was applied to analyze the interview data after verbatim transcription. Participants stated that they had gained a great deal of support but were somewhat less confident. Three themes were refined: (a) intrinsic sources of research self-efficacy (differences in cognitive ability, internal driving force, with successful experience), (b) extrinsic sources of research self-efficacy (family support, peer support, mentor support), and (c) unmet support may cause low self-confidence (inadequate self-support, inadequate extrinsic-support, lack of motivation from successful experiences). The postgraduate students in this study accepted the objectives of the master’s training and actively practiced research exploration. They were motivated to persevere through their internal and external support, albeit with some negative aspects that deserve our attention. Interventions for postgraduate students’ cognitive awareness, constant support during their postgraduate career, and finally, guiding summaries may have a positive impact on their self-efficacy. MDPI 2022-09-07 /pmc/articles/PMC9498380/ /pubmed/36141324 http://dx.doi.org/10.3390/healthcare10091712 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Gong, Jiali
Chen, Meizhen
Li, Qiuping
The Sources of Research Self-Efficacy in Postgraduate Nursing Students: A Qualitative Study
title The Sources of Research Self-Efficacy in Postgraduate Nursing Students: A Qualitative Study
title_full The Sources of Research Self-Efficacy in Postgraduate Nursing Students: A Qualitative Study
title_fullStr The Sources of Research Self-Efficacy in Postgraduate Nursing Students: A Qualitative Study
title_full_unstemmed The Sources of Research Self-Efficacy in Postgraduate Nursing Students: A Qualitative Study
title_short The Sources of Research Self-Efficacy in Postgraduate Nursing Students: A Qualitative Study
title_sort sources of research self-efficacy in postgraduate nursing students: a qualitative study
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9498380/
https://www.ncbi.nlm.nih.gov/pubmed/36141324
http://dx.doi.org/10.3390/healthcare10091712
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