Home⇛LPU-St. Cabrini Journal of Allied Medicine⇛vol. 5 no. 3 (2023)

Self-efficacy and Readiness for Limited Face-to-face Classes Among Nursing Students: A Retrospective Study

Angel Nicole Dacpano | Neila Beatrice Dalwampu | Genzhel Mae De Torres | Abigaile Demonteverde

Discipline: nursing (non-specific)

 

Abstract:

Following the gradual reopening of universities after two years of fully online instruction, understanding students’ readiness to transition back to in-person learning has become essential. This study aimed to examine the level of self-efficacy and readiness of nursing students for limited face-to-face classes. A retrospective descriptive-correlational design was employed, utilizing a researcher-developed online questionnaire with established reliability (Cronbach’s α = 0.868). A total of 111 nursing students from a private allied medical institution in Laguna were selected through stratified random sampling. Findings revealed that most respondents demonstrated a high level of self-efficacy, characterized by strong confidence influenced by social persuasion, vicarious experiences, and mastery experiences. Conversely, lower self-efficacy levels were associated with negative emotional states, possibly linked to perceived gaps in knowledge, skills, and insufficient encouragement. In terms of readiness, the majority of students exhibited a high level, indicating a positive disposition toward returning to face-to-face learning and an ability to adapt despite ongoing challenges. Statistical analysis showed a weak but significant relationship between self-efficacy and readiness for limited faceto-face classes. Significant differences were observed in the dimensions of vicarious experience and social persuasion when grouped according to year level, while other variables showed no statistical significance. The findings underscore the importance of targeted interventions to enhance both self-efficacy and readiness among nursing students. A proposed action plan for students and faculty is recommended to support a more effective transition to face-to-face learning.



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