ArticleBMC nursing2024
Interaction between overconfidence effects and training formats in nurses' education in hand hygiene.
Article in BMC nursing, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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Who cites it
5 citing papers in PubMed.
- Hygiene Knowledge and Digital Health Literacy in Emergency Medical Services in Germany: A Cross-Sectional Study of EMS Personnel and Emergency Physicians with Relevance for the Development of Training Programmes.Healthcare (Basel, Switzerland) · 2026Article
- Competency development in early nursing training: a cross-sectional OSCE study of self-assessment versus examiner ratings.BMC medical education · 2025Article
- Knowledge, attitude, and practice of hand hygiene among clinical nurses in a tertiary hospital in China: a cross-sectional perspective.BMC medical education · 2025Article
- Self-assessment and learning motivation in emergency point-of-care ultrasound: an online pilot investigation in German physicians.BMC emergency medicine · 2024Article
- Working under pressure: How virtual reality and psychoeducation shape stress and moral distress responses in nurses.Digital healthArticle
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundUndergraduate training in hand hygiene is a keystone of infection control. Several studies have shown overconfidence effects in hand hygiene practices, which can impair metacognition. We hypothesized that overconfidence might be prevalent in the early education stages of nursing students and that these effects could be reduced through frequent interactive learning formats, such as learning groups.
methodsWe conducted a multicenter cross-sectional questionnaire with 196 German nursing students, including general, surgical, and anesthetic nursing specializations.
resultsOverconfidence was observed in nursing students across all specialties and years of education. The cluster analyses showed three different types of learners: two characterized by overconfidence and one demonstrating justifiable confidence. Furthermore, the moderation analysis indicated that providing feedback and promoting metacognition regarding students' learning achievements could mitigate overplacement, particularly through the frequent implementation of interactive teaching formats. DISCUSSION: Despite some limitations, these findings highlight the prevalence of overconfidence effects in nursing students, the presence of different learning profiles, and the importance of incorporating feedback within interactive learning formats concerning hand hygiene. Accordingly, educators need to be trained and supervised to deliver these learning formats and provide feedback to students effectively.
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