The Effect of Orientation on Student Self-Efficacy in an On-Line RN-to-BSN Program

Purpose: Self-efficacy is defined as an individual’s belief in their competence of being successful in mastering a task with a positive outcome (Bandura, 1997). Similarly, students can exhibit self-efficacy with a belief that they can successfully grasp an academic concept, particularly with online learning (Brewer & Yucedag-Ozcan, 2013). Based on the literature, that belief positively influences student learning outcomes (Peechapol, Na-Songkhlal, Sujival & Luangsodsai1, 2018). Factors such as social experience, mastery experiences with content, self-evaluation and reflection, and internet mastery contribute to perceived student self-efficacy in online education. While studies have demonstrated internet self-efficacy to be a predictor of student success in the online environment, there is limited research that has studied the impact of an orientation course on self-efficacy in an RN to BSN population (Alqurashi, 2016). Furthermore, student self-efficacy directly impacts student satisfaction (Shen, Cho, Tsai, & Marra, 2013). The purpose of this study is to determine if content exposure of a comprehensive 3-credit orientation course builds student mastery with program requirements and technical expectations, thereby increasing student self-efficacy.

Methods: This quasi-experimental descriptive study examined the impact of an online orientation course on self-efficacy in students enrolled in an online RN to BSN program. Students are introduced to concepts/skills to facilitate their success and progression in the program. These concepts and skills include: learning management system mechanics, online classroom navigation, process for resolving technical issues, online course navigation, time management skills, online communication methods, student resources, and scholarly writing topics that include APA formatting, peer review references, academic integrity, and use of library sources. All students enrolled in the orientation courses during the Fall 2017 and Spring 2018 semesters, were contacted by email for participation in the study. The study used a pretest/posttest design with Likert rating scales for each of the identified skills/concepts taught in the course (same Likert evaluation of skills listed in both the pretest and posttest).

Results: Analysis was completed using independent groups t-tests to compare student perceptions of their self-efficacy in the concepts and skills taught in the orientation course prior to course completion and after course completion. Statistically significant findings of improved self-efficacy in the areas of 1) the mechanics of the learning management system (t =-4.466, df= 113, p < .0025), 2) the process of resolving technical issues (t =-3.282, df=113, p < .0025), 3) the understanding of the difference between peer-reviewed/non-peer-reviewed, scholarly/non-scholarly resources from electronic databases (t =-4.334, d f= 113, p< .0025), 4) the ability to retrieve acceptable sources from the online library databases (t =-5.294, df=113, p < .0025), and 5) an understanding of university/program student services and resources including academic advisement and tutoring (t =-3.213, df=113, p < .0025) were identified.

Open ended questions asked participants to identify the most beneficial assignment, least beneficial assignments and specifically what assignments fostered self-confidence. Answers to the open ended questions were analyzed for frequency of words or phrases relating to similar themes. Themes included student resources, instructor interaction, APA and scholarly writing, online learning navigation, specifically identified assignments, and time management skills.

Limitations to the study include the inability to identify students who may have completed the pretest and posttest since identifiers were not included leading to independent samples and unequal pre and posttest groups. Additionally, multiple sections of students with different instructors may have led to differences in delivery of weekly information within the same course design.

Conclusion: Based on the findings in this study, as a result of the orientation course, student self-efficacy improved in five distinct areas required for success in online RN to BSN education. Open ended questions completed by participants also noted additional areas that improved their self-efficacy that reflected the quantitative findings and added additional areas that improved self-efficacy. Implications of the findings include the ability of a mandatory orientation course exposes student to concepts that will promote mastery of concepts resulting in self-efficacy and positive academic outcomes. With the increasing number of students enrolling in online education, there is a need to maximize the skills required for successful completion of online courses thereby encouraging retention leading to program/degree completion.

Given that non-traditional students are balancing work, studying, parenting, and other personal responsibilities, future research is necessary to explore the impact of student personal resources on self-efficacy and student success in the online environment. Longitudinal studies are also important to conduct that describe the long-term impact of an orientation course on student performance.

Based on the presented evidence, a comprehensive orientation course directly affects student’s perceived self-efficacy. Considerations for orientation course development should incorporate essential factors that enhance self-efficacy, lending to improved student retention. Requiring an orientation course as a program prerequisite affords students the opportunity to become confident with program expectations, making the transition to online learning a positive student experience.