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theses

Background. Nurse anesthesia programs place an immense amount of stress on students, leading to a phenomenon known as low self-efficacy, or a self-perception that success is doubtful. According to literature, cognitive psychology is correlated with increased self-efficacy, higher academic performance, and decreased anxiety and depression within medical schools. Within nurse anesthesia, 93% of students found that learning about cognitive psychology was helpful and only 3% had prior knowledge of it.
Method. The design of the study was a prospective, descriptive, multiple cohort design in which nurse anesthesia students attended a workshop on the science of learning at Rutgers University. Students participated in a workshop encompassing a pre-intervention survey, twenty minute presentation, and a post-intervention survey. The sample consisted of 63 Nurse Anesthesia students. The surveys measured levels of self-efficacy, variables that may affect self-efficacy, and perception of the value of the workshop via likert scales.
Results. Data was analyzed with SPSS using descriptive statistics and a Pearson R test. Preliminary data analysis shows that 66% of students found that the workshop was very helpful in its impact on future success, while only 1.6% found that the workshop was only somewhat helpful. Self-efficacy scores were also found to be lowest in students that were beginning clinical.
Conclusion. A majority of students felt that the workshop would improve their future success within the program, thereby improving their self-efficacy. Limitations included improperly filled surveys and a setting of only one program. According to literature, improved self-efficacy resulted in better academic performance consistently and its application to nurse anesthesia may be just as promising.

ETD_9584

DNP

Includes bibliographical references

doi:10.7282/t3-ej38-m975

ETD doctoral

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