Date of Completion

2025

Document Type

Thesis

Degree Name

Bachelor of Science in Nursing

Keywords

Self-efficacy, nursing education

Abstract

Self-efficacy refers to an individual’s belief in their capability to perform specific tasks successfully. Within the context of nursing education, it serves as a motivating factor that impacts students competence in performing intraoperative procedures. This study delves into the self-efficacy of nursing students, particularly the factors that impact their preparedness in intraoperative roles, encompassing performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. A convergent parallel mixed-method (Quantitative-Qualitative) design was used to gain different perspectives of nursing students in performing intraoperative procedures. Quantitative data were gathered through an online survey platform, while qualitative data were collected through in-person focus group discussions with randomly selected participants from each section. Ethical principles were strictly observed throughout the study. Nursing students reported high levels of self-efficacy in intraoperative procedures (M = 3.56), with 92% affirmed an increased confidence through repeated OR exposure. Clinical instructors attested this, aligning with Benner’s (1984) model of skill acquisition through experience. Verbal Persuasion (M = 3.73), the most influential factor, highlights the importance of feedback and encouragement. No significant differences were found when grouped by gender (p = 0.924) or case completion. Qualitative themes such as guided experience, emotional resilience, confidence building, and support converged with quantitative data, highlighting interpersonal and experiential factors in developing self-efficacy. Findings suggest that actual performance, support from peers and instructors, observation, and emotional regulation greatly influence students’ self-efficacy. These factors address all study objectives—student profiles, self-efficacy levels, differences by demographics, and experiential insights—supporting collegiate goals of an inclusive, high-quality learning environment that enhances student success and teaching effectiveness.

First Advisor

Restituta C. Tan, RM, RN, RGC, PhD

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