Impact of role conflicts and self-efficacy on academic performance of graduate-entry healthcare students: A lagged study.

O'Connor, Anne; McCarthy, Gemma; O'Shea, Deirdre

dc.contributor.author	O'Connor, Anne
dc.contributor.author	McCarthy, Gemma
dc.contributor.author	O'Shea, Deirdre
dc.date.accessioned	2024-07-10T16:30:03Z
dc.date.available	2024-07-10T16:30:03Z
dc.date.issued	2022-03-26
dc.identifier.pmid	35212103
dc.identifier.doi	10.1111/nhs.12934
dc.identifier.uri	http://hdl.handle.net/10147/642085
dc.description	Graduate entry healthcare students experience many challenges during their academic journey. The impact of these challenges needs to be considered to support students through their training and education. In this study, we examined the impact of experiencing these role conflicts (at the outset of the academic year), for example, family and caring responsibilities, activities with family/friends, and daily tasks/chores, on the academic performance (at the end of the academic year) of graduate‐entry healthcare students. We also investigated the potential of students' self‐efficacy for learning to mitigate the extent to which such role conflicts impact academic performance. Findings demonstrate that the more graduate entry healthcare students experienced conflicts between their life responsibilities and their academic responsibilities, the worse their academic performance was across the year. This negative relationship was somewhat mitigated by high self‐efficacy for learning. The practical implications of our research suggest the need to provide specific mitigation strategies to support healthcare students regarding conflicts between their life/family responsibilities and their academic work.	en_US
dc.language.iso	en	en_US
dc.rights	© 2022 The Authors. Nursing & Health Sciences published by John Wiley & Sons Australia, Ltd.
dc.rights	Attribution 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	academic performance	en_US
dc.subject	graduate entry	en_US
dc.subject	nursing students	en_US
dc.subject	role conflict	en_US
dc.subject	self-efficacy	en_US
dc.subject	STUDENTS	en_US
dc.title	Impact of role conflicts and self-efficacy on academic performance of graduate-entry healthcare students: A lagged study.	en_US
dc.type	Article	en_US
dc.identifier.eissn	1442-2018
dc.identifier.journal	Nursing & health sciences	en_US
dc.source.journaltitle	Nursing & health sciences
dc.source.volume	24
dc.source.issue	2
dc.source.beginpage	387
dc.source.endpage	394
refterms.dateFOA	2024-07-10T16:30:06Z
dc.source.country	Australia