The effects of computer-assisted instruction on the self-efficacy of baccalaureate nursing students

As computer-assisted instruction (CAI) use has increased during the past fe w years, nurse educators have expressed concern regarding its effectiveness . The purpose of this quasiexperimental study was to determine if completio n of a computerized simulation about a surgical patient increased baccalaur eate nursing students' self-efficacy about caring for surgical patients in the clinical environment. Such an association is desirable because increase d levels of self-efficacy have been associated with increased motivation, g oal-setting, and achievement. A nonprobability, convenience sample (N = 23) of second-year baccalaureate nursing students was assigned randomly to exp erimental and control groups. The self-efficacy of the experimental group w as measured three times: on an initial pretest; following the intervention of a computer simulation; and after an 8-week clinical rotation. The self-e fficacy of the control group was measured on an initial pretest and after t he 8-week rotation. Higher preclinical self-efficacy scores (p < .01) of th e experimental group support the use of CAI as an important aspect of clini cal education. Implications for nursing education, practice, and research a re addressed.