Abstract：
OBJECTIVE: The aim of this systematic review was to investigate the relationship between self-efficacy and skill performance in undergraduate student nurses.
BACKGROUND: Across higher education, self-efficacy is an important predictor of student success in skill-based learning. Nursing students are required to demonstrate skills prior to caring for hospitalized patients. Understanding the relationship between self-efficacy and nursing student skill performance may support patient safety.
METHODS: Following the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a systematic search was conducted of four databases: CINAHL, Medline, Psychinfo, and Web of Science. Quantitative, peer-reviewed studies published in English were included with no limitation on year. Hands-on skill performance had to be performed in laboratory or simulation settings and evaluated by an expert. Identified studies were assessed for methodological rigor using Joanna Briggs Institute\'s Critical Appraisal Tools.
RESULTS: A total of 2,450 items were identified by database search and screened, resulting in 20 eligible studies. Most of the studies included novice first- or second-year students. Self-efficacy was operationalized as either a general or skill-specific measure, while the type of skill and associated instrumentation varied widely. Sixteen (80%) of the included study reports showed weak to no correlation between self-efficacy and skill performance. The remaining 4 reports noted a moderate-to-strong relationship.
CONCLUSIONS: Our findings conflict with existing research in other higher education disciplines where self-efficacy is a significant predictor of performance success. Explanations for this contradiction likely center around how self-efficacy was operationalized and rigor of the included studies.
CONCLUSIONS: Larger studies controlling for confounding variables are needed to understand this relationship with a goal of developing more consistent approaches to teaching and learning skills within prelicensure curriculums.
BACKGROUND: Across higher education, self-efficacy is an important predictor of student success in skill-based learning. Nursing students are required to demonstrate skills prior to caring for hospitalized patients. Understanding the relationship between self-efficacy and nursing student skill performance may support patient safety.
METHODS: Following the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a systematic search was conducted of four databases: CINAHL, Medline, Psychinfo, and Web of Science. Quantitative, peer-reviewed studies published in English were included with no limitation on year. Hands-on skill performance had to be performed in laboratory or simulation settings and evaluated by an expert. Identified studies were assessed for methodological rigor using Joanna Briggs Institute\'s Critical Appraisal Tools.
RESULTS: A total of 2,450 items were identified by database search and screened, resulting in 20 eligible studies. Most of the studies included novice first- or second-year students. Self-efficacy was operationalized as either a general or skill-specific measure, while the type of skill and associated instrumentation varied widely. Sixteen (80%) of the included study reports showed weak to no correlation between self-efficacy and skill performance. The remaining 4 reports noted a moderate-to-strong relationship.
CONCLUSIONS: Our findings conflict with existing research in other higher education disciplines where self-efficacy is a significant predictor of performance success. Explanations for this contradiction likely center around how self-efficacy was operationalized and rigor of the included studies.
CONCLUSIONS: Larger studies controlling for confounding variables are needed to understand this relationship with a goal of developing more consistent approaches to teaching and learning skills within prelicensure curriculums.
摘要：
目的：本系统评价的目的是调查本科护生自我效能感与技能表现之间的关系。
背景：在整个高等教育中，自我效能感是学生技能学习成功的重要预测因素。护理学生必须在照顾住院患者之前展示技能。了解自我效能感与护生技能表现之间的关系可能会支持患者的安全。
方法：遵循2020年系统评价和荟萃分析(PRISMA)的首选报告项目，对四个数据库进行了系统搜索：CINAHL，Medline,Psychinfo,和WebofScience。定量,纳入了以英文发表的同行评审研究,没有年度限制.动手技能表现必须在实验室或模拟环境中进行，并由专家进行评估。使用JoannaBriggs研究所的关键评估工具对确定的研究进行了方法学上的严密性评估。
结果：通过数据库搜索和筛选，总共确定了2,450个项目，产生了20个合格的研究。大多数研究包括一年级或二年级的新手学生。自我效能感可以作为一般或特定技能的衡量标准进行操作，而技能和相关仪器的类型差异很大。纳入的研究报告中有16份（80％）显示自我效能感与技能表现之间的相关性较弱。其余4份报告指出了中强关系。
结论：我们的发现与其他高等教育学科的现有研究相冲突，在这些学科中，自我效能是绩效成功的重要预测指标。对这种矛盾的解释可能集中在自我效能感的实施方式和所包括研究的严谨性上。
结论：需要控制混杂变量的更大规模的研究来理解这种关系，目的是在预科课程中开发更一致的教学方法和学习技能。
背景：在整个高等教育中，自我效能感是学生技能学习成功的重要预测因素。护理学生必须在照顾住院患者之前展示技能。了解自我效能感与护生技能表现之间的关系可能会支持患者的安全。
方法：遵循2020年系统评价和荟萃分析(PRISMA)的首选报告项目，对四个数据库进行了系统搜索：CINAHL，Medline,Psychinfo,和WebofScience。定量,纳入了以英文发表的同行评审研究,没有年度限制.动手技能表现必须在实验室或模拟环境中进行，并由专家进行评估。使用JoannaBriggs研究所的关键评估工具对确定的研究进行了方法学上的严密性评估。
结果：通过数据库搜索和筛选，总共确定了2,450个项目，产生了20个合格的研究。大多数研究包括一年级或二年级的新手学生。自我效能感可以作为一般或特定技能的衡量标准进行操作，而技能和相关仪器的类型差异很大。纳入的研究报告中有16份（80％）显示自我效能感与技能表现之间的相关性较弱。其余4份报告指出了中强关系。
结论：我们的发现与其他高等教育学科的现有研究相冲突，在这些学科中，自我效能是绩效成功的重要预测指标。对这种矛盾的解释可能集中在自我效能感的实施方式和所包括研究的严谨性上。
结论：需要控制混杂变量的更大规模的研究来理解这种关系，目的是在预科课程中开发更一致的教学方法和学习技能。
