Self-efficacy as a mediator in the relationship between clinical learning environment and core nursing competence of intern nursing students: a multicentre cross-sectional study.

Abstract

The aim of this study was to examine the relationships between Chinese intern nursing students' self-efficacy, the clinical learning environment, and core nursing competence. In addition, self-efficacy was investigated as a mediator in the association between the clinical learning environment and core nursing competence. This study used a cross-sectional, descriptive research design. 15 nursing colleges and universities in China were the setting for the study. The participants were 552 nursing student interns. The participants completed measures of general self-efficacy and nursing student core competencies. Participants' mean scores indicated they were satisfied with the clinical learning environment (123.02±19.62), their self-efficacy was at a medium-high level (29.71±5.25), and their core competence was at the upper intermediate level (148.73±22.63). Core nursing competence was positively correlated with self-efficacy and the clinical learning environment (<i>r</i>=0.597, p<0.001; <i>r</i>=0.549, p<0.001). The clinical learning environment (β=0.362, p<0.001), duration of clinical practice (β=0.131, p<0.001) and self-efficacy (β=0.406, p<0.001) were identified as significant predictors of core nursing competence. Self-efficacy partially mediated the association between perception of the clinical learning environment and core competence level, accounting for 45.88% of the overall effect. Self-efficacy played a role in explaining the beneficial association between the clinical learning environment and core nursing competence among Chinese intern nursing students. These findings suggest that nursing managers and educators should initially promote nursing students' self-efficacy to increase their confidence in overcoming clinical obstacles, and subsequently cultivate their core nursing competence.