Implementing 3rd-year learning disability student nurse-led clinics and evaluating self-efficacy and confidence

Abstract

Background

Workplace self-confidence and self-efficacy has been strongly associated with increased coping strategies, job satisfaction and resilience to workplace adversity (Bandura, 1982) which results in higher quality care delivery. The main aim was to evaluate the growth of confidence and autonomy in developing a Learning Disability professional identity within primary care settings, through student led clinics, utilising a long arm supervision approach.

Methodology/Methods

An explorative hermeneutic phenomenology approach, using semi structured interviews was utilised to explore themes and experiences around self-efficacy and confidence in students, practice assessors and supervisors.

Findings

Long arm approach is an effective learning approach for students to develop their own autonomy in primary care clinics. However, placement planning and a supportive environment are vital for its success and for the student to build self-efficacy and autonomy in a primary care setting.

Conclusion and Implications

Increased confidence is viewed as a crucial factor in evolving role identity and managing change which are major factors in the preparation for registration and joining the healthcare workforce. The 3rd year Learning Disability nurse led clinics did have impact on workforce well-being by alleviating workload on quality outcomes and frameworks (QOF); prepared students for autonomous working; and increase practitioners’ confidence in using long arm supervision.