Use of Genitourinary Teaching Associates (GUTAs) to Teach Nurse Practitioner Students: Is Self-Efficacy Theory a Useful Framework?

Abstract

<H4>ABSTRACT</H4><P>Self-efficacy theory guided an examination of the effect of an educational activity using genitourinary teaching associates (GUTAs) with beginning nurse practitioner students. Confidence in and comfort with learning and performing the examinations were evaluated prior to and immediately after the GUTA activity. Statistical analyses revealed significant increases in confidence following all activities with GUTAs, consistent with self-efficacy theory. Comfort levels also increased. The significant improvement in confidence supported the use of the theory, and the increase in comfort contributes to the competence of students as they begin working with real patients.</P> <H4>AUTHORS</H4> <P>Received: December 15, 2003</P> <P>Accepted: May 11, 2004</P> <P>Dr. Jenkins is Co-Director, Ms. Shaivone is Managing Director, and Ms. Budd is Coordinator, Clinical Education and Evaluation Laboratory, University of Maryland, Baltimore, Maryland. Dr. Jenkins is also Co-Director, Institute for Educators in Nursing and Health Professions, Dr. Waltz is Professor and Director of International Activities, and Ms. Griffith is a PhD candidate, University of Maryland School of Nursing, Baltimore, Maryland.</P> <P>Address correspondence to Louise S. Jenkins, PhD, RN, Associate Professor, University of Maryland, School of Nursing, Suite 311, 655 West Lombard Street, Baltimore, MD 21201; e-mail: <A HREF="mailto:jenkins@son.umaryland.edu">jenkins@son.umaryland.edu</A>.</P>