The Journal of nursing education · 2026
From Academic Chaos to Professional Preparedness: Time Management to Support Student Self-Efficacy.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Baker Cristy
Аннотация
BACKGROUND: Undergraduate nursing students experience academic stress that can negatively affect self-efficacy. This quality improvement project implemented and evaluated a structured time management and goal-setting intervention and its association with student self-efficacy.
METHOD: First-level nursing students participated in a time management workshop, and a 12-week goal-setting course delivered through an online learning platform. Participants completed the General Self-Efficacy Scale (GSE) before and after the intervention.
RESULTS: Among students completing both assessments, self-efficacy scores increased significantly. Qualitative findings demonstrated progression from general planning to intentional scheduling, strategy evaluation, and proactive barrier mitigation. Participants reported reduced last-minute stress and intent to continue using introduced strategies.
CONCLUSION: Findings support the feasibility of implementing a scalable, low-resource intervention within early nursing education to promote development of self-efficacy.
METHOD: First-level nursing students participated in a time management workshop, and a 12-week goal-setting course delivered through an online learning platform. Participants completed the General Self-Efficacy Scale (GSE) before and after the intervention.
RESULTS: Among students completing both assessments, self-efficacy scores increased significantly. Qualitative findings demonstrated progression from general planning to intentional scheduling, strategy evaluation, and proactive barrier mitigation. Participants reported reduced last-minute stress and intent to continue using introduced strategies.
CONCLUSION: Findings support the feasibility of implementing a scalable, low-resource intervention within early nursing education to promote development of self-efficacy.