Abstract

Low perceived self-efficacy among undergraduate nursing students may contribute to stress, burnout, and challenges with academic success and program completion. Evidence suggests that interventions focused on time management and goal setting may support students' confidence.

The purpose of this improvement project was to implement time-management and goal-setting interventions and evaluate changes in perceived self-efficacy among undergraduate nursing students. Guided by Bandura's Self-Efficacy Theory and the ADKAR Change Model, the project examined the changes in perceived self-efficacy following the implementation of the interventions. The PICOT guiding the project was: In undergraduate nursing students (P), how does implementing time management and goal-setting interventions (I), compared to no specific intervention or standard academic support (C), impact self-efficacy levels (O) over the course of one academic semester (T)?

First-level undergraduate nursing students participated in a time-management workshop, and a 12-week goal-setting course delivered through a learning management system (LMS). A mixed-methods data collection design was used. Participants completed biweekly reflective assignments and pre- and post-intervention General Self-Efficacy Scale (GSE) surveys to measure perceived self-efficacy. Quantitative data were analyzed using paired-sample t-tests. Qualitative data from reflective assignments and a Perceived Usefulness Survey (PUS) were used to explore participants' experiences with the intervention and provide context for observed changes in perceived self-efficacy.

Among participants who completed both pre- and post-intervention assessments (n = 20), GSE scores increased significantly from pretest to posttest (pretest M = 29.6, SD = 4.5; posttest M = 32.7, SD = 4.3; t(19) = 4.17, p < .001). Qualitative findings identified shifts from reactive to proactive planning, refinement of time-management strategies and goal-setting behaviors and increased self-regulation. Participants reported reduced last-minute stress and intent to continue using introduced strategies.

Findings suggest that time-management and goal-setting interventions may support perceived self-efficacy among undergraduate nursing students. The intervention was implemented using low-cost strategies and an existing learning management system, suggesting potential practicality for future integration into nursing education settings. Early integration of these strategies within nursing education may support student success initiatives and provide opportunities for longitudinal implementation across a variety of educational settings.

Date of publication

Summer 2026

Document Type

DNP Scholarly Project

Language

english

Persistent identifier

http://hdl.handle.net/10950/5092

Committee members

Dr. Emily Fox

Degree

Doctor of Nursing Practice

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