Undergraduate Nursing Student Self-Efficacy in Patient Education in a Context-Based Learning Program
Bibliographic record
Abstract
Educating patients is one recognized strategy to reduce health risks and costs associated with illness and hospitalization. Context-based learning (CBL) has been advocated in nursing education due to its identified advantages, such as students' increased self-confidence. The aim of this comparative, quasi-experimental study was to examine the influence of CBL on undergraduate nursing student self-efficacy in patient education. Twenty-two first-year and 36 third-year nursing students completed the Health Promotion Disease Prevention Inventory examining smoking, exercise, and nutrition. The results show a statistically significant difference between first-year and third-year students in the smoking domain. Third-year students displayed more efficacy related to knowledge about smoking than did first-year students. Both first-year and third-year students indicated that receiving factual information on risk factors was the most helpful source of self-efficacy information. The finding supports the notion that CBL is effective in developing students' self-efficacy.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".