An application of the theory of planned behavior: Nursing students' intentions to seek clinical experiences using the Essential Clinical Behavior Database
Abstract
This study examined the antecedents and determinants that are predictive of whether nursing students intend to ask for assignments to perform nursing behaviors after using a database to record essential clinical behaviors. Using a database students entered those behaviors completed in the clinical setting, allowing experiences and competencies to be tracked during the semester and in subsequent semesters. It was presumed that if nursing students had complete, accurate, and detailed information about clinical behaviors this information would help students become self-directed in seeking assignments to perform nursing behaviors. The theoretical framework for this study was based upon the Theory of Planned Behavior, promulgated by Icek Ajzen and Martin Fishbein. The theory postulated a series of linking concepts: beliefs affect attitudes (favorable or unfavorable feelings), subjective norms (perception of important others' favorable or unfavorable feelings toward the behavior), and perceived behavioral control (perception of control or noncontrol over performance of the behavior); these affect intention; intention affects behavior (in this study defined as asking for assignments to perform nursing behaviors). The results of application of the Theory of Planned Behavior to behavioral intention are discussed using the statistical methods of correlation and multivariate path analysis. This study suggested that the endogenous variables, attitude and subjective norms, had significant impact on the intention to ask for assignments to perform nursing behaviors. Additionally, it was primarily through attitudes and subjective norms that the respective antecedents or exogenous variables, behavioral beliefs and normative beliefs, effected the intention to ask for assignments to perform nursing behaviors. The lack of direct influence of perceived behavioral control on intention and the direct negative impact of control belief on intention were contrary to expectation given the tenets of the Theory of Planned Behavior. Influences that may explain results are discussed particularly nursing students' perceptions of lack of control and power during clinical experiences. Further, research of the belief structure underlying attitudes, subjective norms, and perceived behavioral control offers the possibility of identification of important barriers to, and facilitation of, student participation in learning.
Degree
Ph.D.
Advisors
McInerney, Purdue University.
Subject Area
Curricula|Teaching|Health education|School administration|Nursing
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