Self-perceived competence and its related factors in nursing students at graduation: the role of self-efficacy

Abstract

Abstract Objectives This study aimed to investigate the level of perceived competence and explore the predictors of competence in nursing students at graduation. Methods This cross-sectional study was conducted with students at the point of graduation (n=239). A sociodemographic form and three different scales assessing students’ competence, self-efficacy, and self-reflection and insight were used to collect data. Visual Analog Scale (VAS) was used to assess students’ satisfaction (i.e., the role as nursing students in the nursing program), job-related stress (i.e., perceived stress related to nursing program), and coping behaviors. The data were analyzed using descriptive statistics and hierarchical linear regression. Results The mean scores of perceived competence, self-reflection, insight, and self-efficacy were 5.25 ± 0.96 (range: 1–7), 54.51 ± 7.83 (range: 12–96), 33.36 ± 5.40 (range: 8–48), 84.13 ± 12.27 (range: 0–100), respectively. Self-efficacy was the most significant associated factor of the entire group of variables in competence. Conclusions Scores of perceived competence of students were optimistic. Self-efficacy was the most important factor affecting competence; that is, the greater the self-efficacy, the better the perceived competence.