Nursing Students´ Situational Self-Efficacy and Emotional States on Practical Skills Performance
The present data is from a study which aimed to set up a design to investigate the impact on self-efficacy among nursing students in high-fidelity simulation training, and further to analyze self-efficacy changes in the context of actual task performance operationalized as intersubjective expert ratings. The aim was also to look at moderating factors’ (emotional states) influence on self-efficacy and performance. We hypothesize that students’ development in self-efficacy is positively associated with task performance as assessed via expert ratings. We further hypothesize that initial emotional states influence this relationship.