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Nurses’ Self-Efficacy and Academic Degree Advancement

Journal for Nurses in Professional Development: May/June 2014 - Volume 30 - Issue 3 - p E1–E2
doi: 10.1097/NND.0000000000000065
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Back to Top | Article Outline


GENERAL PURPOSE STATEMENT: To become familiar with a study designed to evaluate the relationship between self-efficacy and advancing academic aspirations of registered nurses.

LEARNING OBJECTIVES: After reading this article and taking this test, you will be able to:

1. Identify the relationship between self-efficacy and goal establishment and success.

2. Recognize the methodology of the study.

2. Summarize the results of the study.

  1. An individual’s self-perception of one’s ability to perform competently and achieve a task or goal effectively is defined as
    1. self-efficacy.
    2. self-evaluation.
    3. self-esteem.
    4. self-image.
  2. According to Bandura, the central trait of understanding an individual’s interactions with the environment as the mediator between knowledge and behavior is perceived as
    1. self-efficacy.
    2. self-evaluation.
    3. self-esteem.
    4. self-image.
  3. Which is more predictive than the actual experience of performing a behavior in forecasting future behaviors?
    1. self-efficacy.
    2. self-evaluation.
    3. self-esteem.
    4. self-image.
  4. What does perceived self-efficacy reflect according to Schwarzer and Jerusalem?
    1. success
    2. achievement
    3. optimism
    4. adaptability
  5. New forces of emphasis on staff registered nurses’ professional development that contribute to creating characteristics and goals are outcomes, quality, and
    1. education.
    2. competency.
    3. performance.
    4. safety.
  6. Which theoretical model is a useful framework to understand how behavioral characteristics guide individual actions?
    1. Social Behavioral Theory
    2. Social Cognitive Theory
    3. Social Modeling Theory
    4. Social Mastery Theory
  7. Research by Manojlovich found a significant association between self-efficacy and
    1. clinical outcomes.
    2. reduced hospital length of stay.
    3. patient satisfaction.
    4. professional practice behaviors.
  8. The study described in this article addressed self-efficacy and
    1. modeling.
    2. persuasion.
    3. individual outcome action.
    4. group outcome action
  9. How many RNs met the inclusion criteria and participated in the study?
    1. 104
    2. 124
    3. 204
    4. 224
  10. Which method was used for data collection in this study?
    1. telephone interview
    2. in-person interview
    3. Internet survey
    4. focus group
  11. Most participants in the study began practice with a(n)
    1. diploma in nursing.
    2. associate degree in nursing.
    3. BSN.
    4. MSN.
  12. What percentage of participants in the study had obtained a subsequent degree?
    1. 13.4%
    2. 23.4%
    3. 31.4%
    4. 41.4%
  13. The most frequently cited barrier to returning to school was
    1. cost.
    2. time.
    3. no incentive from work.
    4. not interested.
  14. Which nurses scored higher in self-efficacy scores?
    1. diploma nurses
    2. associate degree nurses
    3. those with an additional degree
    4. those with management experience
  15. The study showed that, in nurses who advanced their academic preparation as compared with those who did not, there was
    1. lower self-efficacy in diploma-prepared nurses only.
    2. lower self-efficacy.
    3. higher self-efficacy.
    4. higher self-efficacy in master’s-prepared nurses only.
  16. The study supports the relationship between self-efficacy and
    1. academic pursuit.
    2. nursing tenure.
    3. leadership.
    4. management.
  17. To enhance self-efficacy, programs suggested for implementation include all except
    1. goal mastery.
    2. leadership persuasion.
    3. role modeling.
    4. advanced clinical skills.
  18. Limitations of the study included
    1. small sample size.
    2. geographic location.
    3. age of the participants.
    4. gender of the participants.


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