ArticleMethodsX2026
Perceptions of undergraduate midwifery students regarding academic self-efficacy at the selected Nursing Education Institutions in Gauteng province.
Article in MethodsX, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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3 authors.
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Abstract
Understanding how undergraduate midwifery students view their academic self-efficacy is crucial for gaining a deeper insight into their learning experiences, levels of confidence, and preparedness to perform competently in clinical settings. Academic self-efficacy not only affects students' motivation and academic performance but also impacts how they manage academic pressures and the emotional demands of midwifery training. By identifying the factors that influence students' perceptions and by implementing targeted, evidence-based strategies to enhance both academic and psychological support, Nursing Education Institutions can improve students' learning outcomes and overall well-being. This qualitative research study aims to gain insights into undergraduate midwives' perceptions of their academic and psychological well-being at the selected Nursing Education Institutions in Gauteng province. The study is grounded in Bandura's Social Cognitive Theory, which offers a comprehensive lens for examining how personal beliefs, environmental conditions, and behavioural factors interact to shape students' learning experiences and coping strategies. The results will help students understand factors influencing their academic journey, develop strategies to overcome challenges and inform policy decisions related to midwifery education and training, and guide institutional policies aimed at strengthening midwifery education and student support systems.
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