Factors Influencing Bachelor of Science in Nursing Students’ Perceptions of Eldercare Cultural Self-Efficacy

Abstract

The theoretical framework for this study was provided by Bandura’s (1986) conceptualization of self-efficacy for selecting behaviors perceived as effective in complex situations, and in motivation to perform the behaviors of caring for older adults, specifically older adults from various cultural backgrounds. The increasing number of culturally diverse older adults in the U.S. has prompted research on methods to adequately prepare a nursing workforce to provide quality care to these individuals. Identifying effective teaching-learning methods enables evidence-based teaching (Fineout-Overholt, Melnyk, & Schultz, 2005; Killeen & Barnfather, 2005). Participants from two schools of nursing in the southeastern U.S. provided the sample. The Eldercare Cultural Self-Efficacy Scale (Shellman, 2003) and the Inventory for Assessing the Process of Cultural Competence-Revised (Campinha-Bacote, 2002) were used to evaluate student self-efficacy. A pre-course demographic questionnaire provided insight to student characteristics and a post-course demographic questionnaire provided information regarding the clinical experiences during a senior level community health course and how these experiences impacted participant perception of self-efficacy. Results of the research revealed few statistically significant changes over time or by school. Continued evaluation of nursing curricula and evidence-based teaching-learning strategies should be integrated into the Bachelor of Science in Nursing curriculum.