THE EFFECTS OF A COGNITIVE BEHAVIORAL GROUP COUNSELING PROGRAM WITH APPLIED MODELING AND ROLE-PLAYING TECHNIQUES ON NURSING STUDENTS’ SELF-CONFIDENCE IN PATIENT CARE
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Abstract
This quasi-experimental study employed a one-group repeated-measures design to compare nursing students’ self-confidence in patient care at pretest, posttest, and one-month follow-up. The population comprised 89 second-year nursing students from the faculty of nursing. Thirty participants were purposively selected based on the eligibility criteria, including having low-to-moderate self-confidence scores in patient care and voluntarily agreeing to participate in the study. The research instruments consisted of: 1) a 20-item Self-Confidence in Patient Care Scale for Nursing Students, with an item-objective congruence index of 1.00 and a Cronbach’s alpha coefficient of .937; and 2) an eight-session group counseling program, with each session lasting 60 - 90 minutes and an item-objective congruence index of 1.00. Data was analyzed using means, standard deviations, repeated-measures analysis of variance, and Bonferroni-adjusted pairwise comparisons. The results revealed that the mean self-confidence scores in patient care differed significantly across the three measurement periods, F (1.39, 40.28) = 126.16, p < .001. The posttest score (M = 90.17, S.D. = 9.33) and the one-month follow-up score (M = 90.73, S.D. = 10.96) were significantly higher than the pretest score (M = 66.20, S.D. = 8.52), p < .001. However, no significant difference was found between the posttest and one-month follow-up scores, p = 1.000.
The findings indicated that the participants’ self-confidence in patient care increased after participation in the program and that the increased scores were maintained at the one-month follow-up. The program may therefore be applied as a preparatory activity before clinical practice for nursing students with low-to-moderate self-confidence scores in patient care.
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