Impact of Education Program on Hospital-Based Nursing Professional Development (NPD) Practitioner Self-Efficacy
Gaps in hospital-based Nursing Professional Development (NPD) practitioner knowledge and skills exist relating to teaching principles, strategies, and methodologies. Such gaps impact performance and performance experiences influence self-efficacy (SE). A quasiexperimental pre- and posttest study examined the impact of an educational intervention on SE and a statistically significant ( p < .001) increase resulted. Results suggest that role-based education can bridge gaps, and NPD practitioners can gain confidence in abilities that contribute to improved SE.
Authors
- Debra Gillis
- Susan A. Winslow (ORCID: https://orcid.org/0000-0001-7810-8749)
- Jolene J. Dorrell (ORCID: https://orcid.org/0000-0002-4412-5812)
- Amanda J. Bayless (ORCID: https://orcid.org/0000-0003-0660-5900)
- Carrie K. Buck
- Merri Morgan
- Shawn R. Buhrow (ORCID: https://orcid.org/0000-0001-6936-3780)
- Laura I. Schmidt (ORCID: https://orcid.org/0000-0002-8750-9242)
- Theresa Diloy
Institutions
- Suffolk University (US)
- Chesapeake Bay Program (US)
- Sentara College of Health Sciences (US)
- Northwestern Michigan College (US)
Publication Details
- Journal
- Journal for Nurses in Professional Development
- Published
- 2025-03-17
- DOI
- https://doi.org/10.1097/nnd.0000000000001143
- Primary Topic
- Nursing education and management
- Type
- article
- Field-Weighted Citation Impact
- 0.00