INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)  
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025  
Factors Affecting the Self-Efficacy of the First-Year Nursing  
Students: An Explanatory Sequential Design  
Ritchel P. Boloron, RN, LPT, MAN1, Mark Ryan Y. Contaoi, PhD, RN2  
1\College Faculty, Notre Dame of Kidapawan College, Kidapawan City, Philippines  
2Associate Professor, College of Health Sciences, Sultan Kudarat State University, Philippines  
DOI: https://dx.doi.org/10.51584/IJRIAS.2025.10100000202  
Received: 07 November 2025; Accepted: 14 November 2025; Published: 25 November 2025  
ABSTRACT  
Choosing a career path is one of an individual's most critical and transformative decisions. It marks a  
foundational step in shaping one’s professional future, personal growth, and overall life trajectory. Self-  
efficacy may stem from factors such as personal knowledge, interests, aspirations, socioeconomic status,  
availability of a reliable support system, and exposure to real-world career options.  
Objectives: Guided by the Social Cognitive Career Theory (SCCT), this study aimed to examine the extent to  
which career development and career path decision dimensions significantly influence the level of self-efficacy  
of first-year nursing students. Specifically, the research explored the predictive influence of career  
development dimensions (environmental influences, contextual learning experiences, outcome expectations,  
and self-efficacy expectations) and career path decisions (interest development, choice goals, and career  
actions) to the formation and strength of self-efficacy in terms of performance accomplishment, modeling,  
verbal persuasion, and emotional arousal in the context of nursing education. Furthermore, the study assessed  
differences in self-efficacy levels based on the respondents' academic strands (STEM vs. Non-STEM).  
Methods: A sequential explanatory mixed method was employed in the study. Quantitatively, an adapted and  
modified survey questionnaire was utilized in data gathering from a proportionate sample size of 223  
respondents. A descriptive, causal-comparative research design was used in statistical analysis, with in-depth  
exploration conducted through comprehensive interviews among 12 participants.  
Results: Results from the quantitative analysis showed a high extent of environmental factors, contextual  
experiences, outcome expectations, and self-efficacy expectations in the career development process. They  
often relied on their interests, goals, and actions in their career decision-making process and perceived  
themselves as highly efficacious in performance accomplishment, modeling, verbal persuasion, and emotional  
state. It also revealed that the respondents' self-efficacy can vary significantly depending on their academic  
strands. The career development dimensions and career path decision dimensions all make significant  
contributions to determining self-efficacy. Qualitatively explored, participants’ self-efficacy is multifactorial  
and deeply grounded in both internal beliefs and external bases consistent with the principles of Social  
Cognitive Career Theory.  
Keywords: career development, career decision, self-efficacy, academic strands, self-efficacy enhancement  
program  
.
INTRODUCTION  
Deciding on a career to take is one of the most significant aspects of an individual's development and life's  
progress. However, not all young individuals, such as students in secondary education, can easily make career  
decisions. Many people still struggle to make complex decisions before settling on a career path, and some  
students even have trouble determining their plans. Thus, selecting a career path becomes the biggest dilemma  
[23]  
and a challenge in students' lives [38]. Moreover, college requires personal knowledge, motivations,  
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interests, aspirations [32], socioeconomic status, and support systems. These factors may influence one's career  
path decisions and life readiness.  
Social Cognitive Career Theory (SCCT) posits that one's interests, self-efficacy, and outcome expectations are  
major contributors to the choice goals that people develop to pursue a particular career path. It also posits that  
the choice actions transform goals into concrete behaviors. SCCT envisions outcome expectations as  
contributing to future performance and persistence indirectly via the level of performance goals that people set  
for themselves, thus giving prominent roles to one's self-efficacy [29].  
A learner's self-efficacy is context-specific and can be influenced by how courses or programs are structured  
[28].  
Individual self-efficacy domain, mastery experience, vicarious experience, social or verbal persuasion, and  
physiological or emotional reaction can be established through interaction with others or from different  
[17].  
experiences and situations, impacting their behavior positively or negatively  
It was perceived that self-  
efficacy depended upon the type and amount of self-efficacy source events and situations the students had  
experienced. When students had to exhibit grit, self-efficacy building increased. Self-efficacy building was not  
as pronounced when tasks were menial and not challenging [9].  
In 2013, the Enhanced Basic Education Act under the provision of Republic Act 10533 [10] [1] was passed in the  
Philippines, making the primary education system overhauled from 10 to 13 years, from kindergarten to Grade  
[15].  
12  
The two-year specialized secondary education in the Senior High School (SHS) program allows the  
Grades 11 and 12 students to choose a specialization based on their interests and capabilities. The students'  
[47].  
four track options include academic, arts and design, sports, and technical vocational livelihood  
The four  
(4) most preferred strands in the academic track in the Philippines, United States of America, and Japan  
includes Science, Technology, Engineering, and Mathematics (STEM), which emphasizes decreasing the  
mathematics and science achievement gaps among students of various backgrounds and gives an in-depth  
scientific and technological knowledge[45] ;and the non- STEM: Accountancy, Business, and Management  
(ABM); Humanities and Social Sciences (HUMSS); and General Academic Strand (GAS) [34].  
Merely belonging to a specific track generates or boosts self-efficacy in one way or another. However, those  
students who did not have successful mastery experiences, social experiences, vicarious experiences, and  
[9].  
physiological experiences early in their lives possessed and exhibited behaviors with lower self-efficacy  
With the interplay of many factors, career development, career choice  
[19],  
and the secondary school  
preparations that the students had taken from the different strands offered can become intricately intertwined  
[23] [50].  
This paper aimed to examine the factors influencing the first year's self-efficacy, with reference to career  
development and career path decisions. Subsequently, this will be the basis for a pivotal plan to enhance and  
enrich the ground of the nursing students' self-efficacy and better prepare them for their transition from SHS to  
college, particularly in the field of nursing. This study also entails nurse educators' tailored instruction to link  
the individual learning needs of the nursing students from STEM and non-STEM strands in accordance with  
the standards required in the nursing profession.  
METHODOLOGY  
A sequential explanatory mixed methods research design was used to carry out this study. The primary intent  
of this design was to use a qualitative strand to explain initial quantitative results [11]. In utilizing the sequential  
explanatory research method, an initial quantitative phase was followed by a qualitative data collection phase  
[5]. The qualitative research data were used to inform or explain the quantitative findings and contextualize the  
results from the quantitative study component. A combined quantitative and qualitative research method  
determines the magnitude, frequency, and distribution of access and utilization difficulties.  
[3].  
Quantitative research systematically investigates social phenomena using statistical or numerical data  
analyzes data for trends and relationships between variables and validates measurements [49].  
It  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)  
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue X October 2025  
A descriptive research design focused on describing and explaining the phenomenon under investigation [4]. It  
was utilized to determine the extent of career development of the first-year nursing students in terms of  
environmental influences, contextual learning experiences, outcome expectations, and self-efficacy  
expectations. It also determines the extent of career path decisions in terms of interest development, choice  
goals, and career actions. It determines the level of self-efficacy in terms of performance accomplishment,  
modeling, verbal persuasion, and emotional arousal.  
A causal-comparative method determines whether one variable directly influences the other and identifies the  
causes of certain occurrences (or non-occurrences). It described the influence of career development and career  
path decisions on the level of self-efficacy of first-year nursing students. It makes a study descriptive by  
scrutinizing the relationships among different variables in which the independent variable has already  
occurred. Causal-comparative describes variables and examines differences in variables in two or more groups  
that occur naturally in a setting [18]. The design compared the nursing students' self-efficacy with their diverse  
academic strand preparation as a foundation for their entry into the nursing program.  
The descriptive-qualitative research considers the natural contexts to provide an in-depth understanding of  
[37] [26].  
real-world problems  
This method explores the perspectives and the meanings they give to the  
experiences of human beings [20]. Thus, an in-depth exploration of the first-year nursing students' perspectives  
and experiences explains the statistical data further. It further explained the characteristics of the quantitative  
findings that need further explanation.  
The sample was of the required size and was selected using an appropriate probability sampling technique.  
Important factors considered in estimating the sample size included the size of the study population,  
confidence level, expected proportion of the outcome variable, and the required precision (margin of accuracy)  
for the study. The research participants were students taking a Bachelor of Science in Nursing degree in North  
Cotabato Province. Inclusion criteria include those second-year nursing students who were officially enrolled  
in the four Health Education Institutions offering a nursing program. These second-year nursing students  
completed their first-year nursing curriculum in the academic year 2022-2023 in the same school where they  
were also enrolled in the academic year 2023-2024 at their second-year level. To assess the self-efficacy of  
first-year nursing students related to their nursing careers, students should have experienced the  
implementation of the nursing program curriculum firsthand. Thus, the participants involved in the study were  
at the second-year level. The age bracket of the respondents involved in the study were those aged 18 years up  
to 23 years old.  
A proportionate random sampling technique was utilized to select the study sample, which consisted of  
second-year nursing students from the selected target sites. Each element has an equal probability of being  
[13]  
randomly selected from each subgroup in proportion to its actual size in the population  
as a sample in this  
method. Proportionate random sampling is a technique used to enhance the representativeness of a sample by  
ensuring that the number of participants selected from each stratum is proportionate to the size of that stratum  
in the population. This method reduces sampling bias and improves the generalizability of the study findings  
[12]. The 223 respondents were randomly selected for the quantitative study.  
Purposive random sampling was used in the study for the qualitative interviews. The researcher selected three  
nursing students from each school equally. Twelve nursing student participants were invited to participate in  
an in-depth interview, and were further explained to substantiate the quantitative data. Six participants from  
the STEM strand and another six participants from the non-STEM strand participated.  
Reliability testing results of the survey questionnaire using Cronbach’s Alpha Analysis ranges from .794 to  
[2].  
.863. Cronbach's Alpha is widely used to estimate reliability  
Internal consistency describes the extent to  
[27].  
which all the items in a test measure the same concept or construct  
interrelatedness of the items within the test—the acceptable values of alpha range from 0.70 to 0.95  
Hence, it is connected to the  
[44].  
In the  
qualitative aspect, the researcher developed semi-structured interview questions to better understand the  
quantitative data related to the variables. The interview questions were based on the results of the quantitative  
data, aiming to explain the factors that influence nursing students' self-efficacy.  
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Ethical Considerations  
Research is a public trust and should be conducted ethically. Honesty, objectivity, and integrity must be  
[36].  
ensured. Respondents’ cultures and values must be respected  
In carrying out this research, significant  
ethical concerns, such as informed consent, ethics of respect, anonymity and confidentiality, trustworthiness,  
credibility, transferability, dependability, confirmability, and authenticity were taken into account.  
Analysis  
The Statistical Package for Social Sciences (SPSS) was used to analyze and interpret the quantitative data  
collected from the questionnaire. A frequency distribution was utilized for the respondents' personal inputs and  
previous academic strands. Descriptive statistics, the Average Weighted Mean, were used to express the mean  
and standard deviation of the variables. This determines the extent of career development, the extent of career  
path decisions, and the level of self-efficacy of the respondents.  
An inferential statistic, the t-test, was used to compare the means between two groups, and there is no need for  
multiple comparisons as a unique P value is observed [33]. The t-test was used to determine the significant  
difference between the nursing students' self-efficacy among the STEM and non-STEM strands. Multiple  
Linear Regression was used to measure the influence of career development and career path decisions on self-  
efficacy. Regression analysis provides further information about the line of best fit and indicates, via the usual  
[14].  
p-value, whether the relationship between the variables is significant  
This paper also aimed to describe and integrate the data analysis process in developing and interpreting  
patterns of meaning across qualitative data through thematic analysis [6]. The principles of the thematic analysis  
technique, such as coding data, searching for themes, refining the themes, and reporting the findings, are  
relatable to other qualitative methods [16].  
The thematic analysis process is systematic because it follows a structured, sequential approach to interpreting  
research data. Figure 1 presents the systematic analysis process.  
Figure 1. Thematic Analysis Process  
Braun and Clarke (2016, 2021) outline a six-phase process for conducting thematic analysis [8][7]. First phase is  
the familiarization with the data: This initial phase involves immersing oneself in the data by reading and re-  
reading the transcripts, noting initial ideas and observations. The second phase is generating initial code, where  
the researcher systematically codes interesting features of the data across the entire dataset, collating data  
relevant to each code. The third phase is searching for themes. Codes are then collated into potential themes,  
gathering all data relevant to each potential theme. The fourth phase is the reviewing theme, which involves  
checking if the themes work in relation to the coded extracts and the entire dataset, generating a thematic 'map'  
of the analysis. The fifth phase is the defining and naming of themes. In this phase, the researcher refines each  
theme, conducting ongoing analysis to identify the essence of each theme and the overall story the analysis  
tells. The sixth phase is producing the report: This final phase involves the final analysis and write-up of the  
report, relating the analysis to the research question and literature [7].  
The study is anchored to social cognitive career theory (SCCT), which provided the theoretical grounds for  
this study [42]. This social cognitive career theory (SCCT) seeks to explain three interrelated aspects of career  
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development. These include (1) the basic academic and career interest development, (2) how educational and  
career choices are made, and (3) how academic and career success is obtained [21].  
RESULTS AND DISCUSSIONS  
The quantitative results provide a statistical analysis of the extent of both career development and career path  
decisions, and their influence on the self-efficacy among the respondents. The analysis of significant  
differences in self-efficacy levels coming from the STEM and non-STEM academic stands is also presented.  
Complementing these are the qualitative results, the standpoint of the participants on the contributory factors  
that develop their interests or self-efficacy to enter the nursing program. This part offers deeper insights into  
the motivations, experiences, and abilities in accordance with the participants’ perspectives. In this section, the  
integrated analysis of quantitative and qualitative data is also presented, wherein the qualitative evidence  
enriched the quantitative findings.  
Extent of Career Development Among the Respondents  
Environmental Influences. The most influential environmental factor was seeking parental advice on academic  
strand selection, with the highest mean score of 3.10 (SD = 1.166), The extent of career guidance, orientation,  
and social media promotions moderately influenced in taking the nursing career path (mean = 3.07, SD =  
1.129). Additionally, parental influence toward choosing the nursing profession (mean = 2.99, SD = 1.329),  
relatives (mean = 2.97, SD = 1.350), and the interests of their peer group (mean = 2.77, SD = 1.247) have a  
moderate extent. Different schools have distinct characteristics that promote excellent performance and  
community involvement, and these features moderately influenced the respondents to participate in the  
program. In contrast, the least influential factor was the tendency to follow trends in choosing the nursing  
career path, as reflected by the lowest mean score of 2.32 (SD = 1.285), which was the only indicator rated as  
having a “low extent” of influence. The overall mean score of the environmental factors is 2.87 (SD = 0.788),  
which was a “moderate extent” of influence.  
Contextual Learning Experiences. In this dimension, results showed that the respondents are well-oriented  
regarding the future direction of their career path, as evidenced by the highest mean score of 3.74 (SD =  
0.841). Their contextual learning experiences often influenced them to engage in activities relevant to their  
career-related choice (mean = 3.53, SD =.798), which made them well-trained, academically good, technically,  
and critically skillful (mean= 3.49, SD=.734). To some extent, their Senior High School learning experiences  
may have also given them a great opportunity to learn and initially experience the world of their chosen career  
(mean=3.29, SD=1.053). The idea was also learned through their academic strand curriculum (mean 3.23,  
SD=1.097) and their lessons, which are linked to their career path (mean=3.20, SD= 1.093). Considering that  
the nursing career is a science-based program, even if they enrolled in a science-related strand, they were not  
so influenced by its science-related activities (mean=2.96, SD= 1.090), accomplishments in math and science-  
related projects (mean=2.91, SD=1.087). Furthermore, immersion, where students experience a relevant real-  
world application that aids in better understanding a career as part of the Senior High School curriculum, did  
not influence them to take up nursing, which has the lowest mean of 2.55 (SD=1.229). Hence, contextual  
learning experiences are an essential aspect of education and practice. The respondents were influenced by this  
to a moderate extent in their nursing career path, with a contextual learning experiences overall mean of 3.23  
(SD=.739).  
Outcome Expectations. The respondents perceived their chosen career path as highly beneficial for both  
themselves and their families, as reflected by the highest mean score of 4.62 (SD = 0.646) which is interpreted  
as very high extent. Moreover, their families played a significant role in influencing their career development  
process. Looking into the nursing career as a great opportunity in the future (mean=4.44, SD=.720) motivates  
them to finish their nursing education at a particular time (mean=4.14, SD=.882). With these futuristic  
outlooks in the career taken, respondents often comply with all their requirements with good grades  
(mean=3.84, SD=.811), perform tasks with great confidence (mean=3.78, SD=.789) in the process of career  
development.  
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Interestingly, the data indicate that students found it relatively easy to adjust to their selected path, as shown by  
the lowest mean score of 3.64 (SD = 0.803) among the outcome expectation indicators, yet this score still  
reflects a high extent of influence. The data underscored the high extent of career development in terms of  
outcome expectations, as reflected in the outcome expectations mean score of 4.07 (SD=.647). This high rating  
signifies that students have positive expectations about their future outcomes, including academic success,  
career readiness, and professional growth.  
Self-efficacy Expectations. Findings indicate that the respondents demonstrate a high extent of belief in their  
capabilities to succeed in their chosen nursing career. This is evident, reflecting the highest recorded mean of  
4.16 (SD=.717), suggesting that they could overcome all the potential barriers in their career path journey. In  
this context, the respondents often envision learning the nursing principles, concepts, and skills as shown by a  
mean score of 4.00 (SD=.738), which indicates a high extent of influence, suggesting that the respondents feel  
capable of acquiring the foundational knowledge needed for the profession.  
Additionally, respondents often believe in their ability to perform nursing-related tasks effectively  
(mean=3.98, SD=.700) and feel that they are being holistically prepared to complete their nursing degree  
(mean=3.98, SD=.827). These scores fall within the high extent scale, reinforcing the idea that students  
possess a strong sense of competence and readiness for both academics and practical aspects of nursing.  
Moreover, when students are driven to the desired career path, the high extent result exhibit students’  
confidence in facing the challenges they may encounter in nursing education and practice (mean 3.91, SD  
.732). They can solve challenging problems (mean=3.88, SD.738) and believe they can do well in their chosen  
career (mean=3.87, SD= .701). The respondents may have developed such confidence throughout their pre-  
entry level and senior High School preparations. They may have felt readiness for college (mean=3.61,  
SD=.887), but the transition phase is often difficult for most. The mean score of 4.00 (SD = .000) for self-  
efficacy expectations reflects a high extent of influence on the respondents' career development. This result  
signifies that the students often believe in their ability to succeed and are confident in facing the demands of  
their chosen nursing path. This also indicates that believing in oneself would equip a student with the strength  
and self-reliance to bounce back from setbacks and learn from challenges as part of the process of achieving  
the goal.  
Overall, career development of the respondents registered a mean score of 3.55 (SD = 0.499), which falls  
within the scale of high extent. This indicates that the respondents are actively engaged in shaping their career  
[25],  
path, professional identity, and future career trajectories, a key milestone in career formation  
and are  
significantly influenced by various internal and external factors that contribute to their development as future  
nursing professionals. The high extent of career development suggests that in first-year level, nursing students  
are not only aware of their career goals but are also building the necessary foundation, both academically and  
personally, highlighting how individuals develop self-concept through adaptability, confidence and readiness  
[43]  
.
Extent of Career Path Decisions Among the Respondents  
Interest Development. Respondents feel more involved as they learn more about their career path, which  
reflected the highest mean of 4.44 (SD=.661). They often feel motivated to pursue their career due to  
increasing demand in the healthcare profession (mean=4.19, SD=.802). Hence, they often exhibit their interest  
in learning nursing principles, concepts, and skills (mean 4.16, SD=.742) and engaging more in science-related  
activities (mean=3.88, SD=.802). The respondents expressed interest in such a career because they perceived  
that their abilities, skills (mean=3.85, SD=.891), and personality (mean=3.82, SD=.830) fit into it. In the same  
manner, they chose nursing because their friends also expressed interest in it. Though it has the lowest mean of  
3.44 (SD=1.050). The respondents often based their career decisions on their interests, objectives, and actions,  
as indicated by the overall mean of 3.94 (SD=.578).  
Choice Goals. The respondents decided on their careers based on their goals and futuristic outlook. They  
decided extensively based on what they could do for their family, which had the highest mean of 4.57  
(SD=.646), and other people, particularly the patients who need health care (mean=4.53, SD=.663). They  
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believed that the career they chose could make their family proud of them (mean=4.55, SD=.668) as they make  
a difference in someone’s life (mean=4.56, SD=.676). Furthermore, the respondents believed that pursuing  
such a noble profession would enhance their capabilities and potential (mean = 4.44, SD = 0.661), while also  
providing them with a strong sense of purpose and direction (mean = 4.32, SD = 0.699). Consequently, their  
primary goal is to complete their nursing education (mean = 4.35, SD = 0.785). Being determined to finish the  
nursing program, they often believed that this would provide them with a bright and secure future (mean=4.15,  
SD=.811). They can even have a big chance to work abroad (mean=4.12, SD=.832). This is a notable finding  
that the respondents’ decision often relied on their choice goals to take the nursing career path or when making  
career decisions, as reflected in the overall mean of 4.07 and standard deviation of .259.  
In terms of career actions, when the respondents decided to pursue their nursing careers, they were extensively  
driven to study hard and strive to reach their goals. This is evident in their response, which obtained the  
highest mean of 4.63 (SD=.562). With the goal in mind, despite the difficulties and challenges, they will be  
persistent (mean=4.36, SD=.696) to surpass all the barriers they may encounter (mean=4.26, SD=.727). They  
often monitor the progress of their career  
(mean=4.13, SD=.718) and do an  
advanced study (mean=3.88,  
SD=.738). This data result indicates that some of the respondents are dynamically planning to achieve their  
goals. Extensive career actions are evident when a decision has been made, which shows an overall mean of  
4.26 and a standard deviation of .645.  
Overall, respondents have high extent of career path decisions showing overall mean of 4.17 and a standard  
deviation of .453.  
Hence, students often depend on their proactive steps and decisions to shape their career  
paths. Their grit keeps them on track dynamically and enables them to surpass challenges through difficult  
circumstances for sustained periods. These underscore the mindset of resilience and career adaptability, which  
have been widely recognized as essential traits for future readiness [46]. Persistence and overcoming barriers as  
key behaviors associated with successfully navigating career paths in a complex and evolving healthcare  
system [42].  
Level of Self-Efficacy Among the Respondents  
Performance Accomplishment. The respondents expressed a high level of self-efficacy in their understanding  
of basic nursing principles, concepts, and skills (mean = 3.71, SD = 0.658), as well as in their ability to  
actively participate in nursing-related activities (mean = 3.52, SD = 0.858) and apply critical analysis during  
nursing examinations. On the other hand, they reported a moderate level of self-efficacy in volunteering for  
nursing-related activities (mean = 3.16, SD = 0.911) and in their ability to achieve good grades (mean = 3.23,  
SD = 0.722). A moderate level of efficacy also in analyzing mathematical and scientific problems (mean=3.06,  
SD=.876), conducting science-based activities and research (mean=3.06, SD=.736), memorizing human  
anatomy essentials (mean=3.05, SD=.790), and identifying different theories (mean=3.04, SD=.702), which  
suggests they struggle more with Math and Science-related courses (mean=3.00, SD=.759). A moderate level  
of perceived competence in math and science, as well as STEM-related subjects, can impact persistence in  
nursing programs [35]. Categorically, respondents show a moderate level of self-efficacy or slightly efficacious  
in terms of performance accomplishment, with a mean of 3.23 and a standard deviation of .613.  
Modeling. Emulating could be a method to enhance self-efficacy. Results have shown that respondents are  
highly efficacious in taking up a nursing career as they feel motivated when they see students and nurses in  
white uniforms. This indicator has the highest mean of 4.19 (SD=.802). They are having someone being  
looked up like the senior nursing students who accomplished their tasks with grace under pressure  
(mean=4.10, SD=.802), working with those confident ones (mean=4.06, SD=.772), with the same attitude and  
values (mean=3.82, SD=.770), make them highly confident to perform the nursing tasks. Moreover, they  
become more enthusiastic about pursuing their career when seeing an emergency response team in action and  
saving lives (mean=4.06, SD=.825).  
Although they are highly efficacious when they have this modeling, they still struggle to learn quickly and  
easily the nursing techniques being taught and demonstrated by the clinical instructors (mean 3.64, SD=.815).  
There could be times of doubting their abilities when they know and see someone failing. Yet, they persevere  
and take the challenge (mean=3.56, SD=.913), trying to enact the skills they expect in the profession  
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(mean=3.54, SD=.721). Thus, modeling plays a crucial role in self-efficacy, which is the belief in one's ability  
to succeed in specific situations or accomplish a task. By observing others (models) perform a task  
successfully, individuals can learn strategies and techniques that contribute to their success. Seeing people with  
similar experiences and accomplishing the task [48] will motivate them to believe more in their abilities [40]  
.
Hence, vicarious experience suggests that students are more confident in performing a particular task when  
they have seen someone who has been successful in performing such tasks [47]. The model's success can serve  
as a motivating factor, encouraging observers to believe in their potential to succeed. This is reflected in the  
modeling mean score, which is 4.00 (SD=.000) and interpreted as a high level, indicating that the respondents  
are highly efficacious when there is modeling.  
Verbal Persuasion. The data suggest that incorporating verbal recognition into teaching practices can  
significantly motivate students to improve. This is evidenced by the highest mean score of 4.19 (SD = 0.748),  
reflecting its positive impact. Verbal encouragement was also found to help students overcome self-doubt  
(mean = 3.95, SD = 0.795) and enhance their self-belief, particularly in relation to future planning (mean =  
3.57, SD = 0.917) and personal development (mean = 3.88, SD = 0.869). Even when faced with criticism,  
students perceive it constructively to enhance their performance (mean=3.88, SD=0.862). This positive  
reinforcement leads them to take on new challenges (mean=3.73, SD=0.735) and demonstrates capability  
(mean=3.73, SD=0.839).  
However, some respondents tend to avoid tasks they feel incapable of (mean=3.33, SD=0.899). Hence, verbal  
recognition for achievements motivates students and fosters a positive feedback loop, making them more  
resilient when facing unappreciated accomplishments, as indicated by the lowest mean result of 3.19  
(SD=1.084). Categorically, the respondents exhibit a high level of self-efficacy and display a high level of  
confidence in verbal persuasion, with a mean of 3.71 (SD=0.621). This suggests that verbal persuasion  
contributes to building the respondents' confidence, enabling them to take on challenging tasks and persevere  
through difficulties. This aligns with the findings of Karayurt et al. (2021), who emphasized that praise and  
[22]  
acknowledgment in academic settings promote resilience and commitment in nursing students  
.
Encouragement helps buffer stress, improve self-perception, build persistence, and encourage individuals to  
move beyond their comfort zones to enhance their competencies [41]  
.
Emotional Arousal. This dimension indicates that the respondents are highly efficacious in their choice of a  
nursing career due to their strong interest in the field, as shown by the highest mean of 4.14 (SD=0.877). When  
faced with challenges in their nursing career, they are motivated to strive for improvement (mean=3.79,  
SD=0.784). The students' ability to manage their emotional responses enables them to feel in control and better  
equipped to handle challenges. Their emotional arousal is often influenced by the social environment.  
Consequently, they maintain positive social relations with others (mean=3.85, SD=0.828), remain calm when  
facing problems (mean=3.55, SD=0.957), and are adept at coping with undesirable experiences (mean=3.47,  
SD=0.821).  
Choosing a nursing career demands emotional stability and mental well-being. In the context of the nursing  
profession in the Philippines, individuals must possess the resilience to withstand challenges such as low salary  
grades and discrimination, as indicated by the lowest mean of 3.38 (SD=1.040), reflecting moderate self-  
efficacy in this aspect. Emotional arousal significantly influences students' self-efficacy, their belief in their  
ability to succeed in specific situations or tasks. Thus, the respondents exhibit a high level of self-efficacy in  
their emotional arousal, with a mean of 3.70 (SD=0.611), leading to enhanced performance through a virtuous  
cycle of confidence.  
Overall, respondents are highly efficacious, where data have shown the self-efficacy category mean score of  
3.64 with a standard deviation of .333. This indicates that respondents feel confident when modeling and  
believe in their ability to learn and emulate behaviors through observation of others. Their efficacy in verbal  
persuasion and emotional arousal indicates a strong confidence in their ability to influence and motivate others  
through communication and to improve their performance when acknowledged and appreciated. Moreover, a  
high sense of self-efficacy  
can help students succeed academically with increased motivation. They are  
[39]  
students with a better ability to think more productively when faced with a challenge [40], which is linked to  
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emotional resilience, lowering burnout rates, and increasing academic performance and greater adaptability  
during career transitions [51]  
.
Difference in the Level of Self-Efficacy of the Respondents When Analyzed According to their Academic  
Strands  
In statistical analysis, the self-efficacy of the nursing students from the STEM strand has a mean of 3.69  
(SD=.324) while the non-STEM has a mean of 3.57 (SD=.338). In a t-test, like in most tests of significance,  
the significance threshold is traditionally set at p = 0.05. A p-value is basically the likelihood of finding a mean  
difference by chance. The p-value reported from a t-test test is .012, which is less than 0.05, so the result is  
said to be statistically significant.  
TABLE 1 Significant Difference in the Level of Self-Efficacy When Analyzed According to Respondents’  
Academic Strands  
Dependent Variable Strand  
Mean  
3.69  
Std. Deviation t  
P-value Remarks  
Self-Efficacy  
STEM  
.324  
.338  
2.536 .012  
Significant  
Non-STEM  
3.57  
These findings suggest that first-year nursing students from one academic group, the STEM strand,  
demonstrated higher self-efficacy compared to those from the other group, the non-STEM strand. This implies  
that the students' prior academic preparation plays a notable role in shaping their confidence to perform  
nursing-related tasks, overcome challenges, and persist toward the completion of their program. Hence, these  
student nurses from the STEM academic strand are calmer, mentally and emotionally stable, and can cope  
greatly when experiencing undesirable events in their chosen careers [31]  
.
Influence of the Career Development and Career Path Decisions on the Self-Efficacy of the Respondents  
This section presents the results of a regression analysis conducted to determine how well the predictor  
variables, career development and career path decisions, explain self-efficacy among first-year nursing  
students. Table 2 data provides the value of R and R2 for the model that has been derived. For these data, R or  
correlation coefficient has a value of .471, which indicates the strength and direction of the relationship  
between the predictor variables and self-efficacy. The value of R tells that career development and career path  
decisions have a moderate, positive, and linear relationship with self-efficacy. The value of R2, which is the  
coefficient of determination, tells how much of the variation of self-efficacy is explained by the model  
(predictor variables). An R2 of .222 tells that the study had gathered a significant amount of information and  
data on 22.2 percent of the variance in the nursing students’ self-efficacy can be explained by the predictors  
used in the model. It also implies that 77.8 percent of the variance is influenced by other factors not included in  
the model, assuming all other factors remain constant.  
An adjusted R2 of .215 confirms that 21.5 percent of the variance in self-efficacy remains explained after  
adjusting for model complexity. The value is lower than R2, which indicates that the model is relatively stable  
and not overfitted. The standard error of the estimate reflects the average distance that the observed values fall  
from the regression line. A standard error of .295 means that predictions of self-efficacy vary by about ± 0.295  
from the actual values, on average. A lower standard error indicates a better fit.  
TABLE 2 Model Summary (Self-Efficacy)  
Model  
1
R
R Square  
.222  
Adjusted R Square  
.215  
Std. Error of the Estimate  
.29530353  
.471a  
a. Predictors: (Constant), Overall (CPD), Overall (CD)  
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The ANOVA was conducted to examine whether career development and career path decisions significantly  
predict the self-efficacy of the respondents. In table 3, the model accounted for a significant proportion of  
variance in self-efficacy, as evidenced by the regression sum of squares (SS = 5.482) compared to the residual  
sum of squares (SS = 19.185). The mean square for the regression was 2.741, while the mean square for the  
residual was 0.087. The most important coefficients are the F-ratio and the associated significance of that F-  
ratio. The result yielded a high F-ratio, indicating that the predictors together significantly improve the  
prediction of self-efficacy beyond what would be expected by chance. A p-value is associated with the F-ratio  
to determine statistical significance. If the p-value is below a certain threshold (0.05), the result is considered  
statistically significant. For these data, the value of F is 31.430, which is significant at p < 0.000.  
TABLE 3 ANOVA (Self-Efficacy)  
Model  
Sum of Squares df  
Mean Square  
2.741  
F
Sig.  
1
Regression 5.482. 2  
31.430 .000b  
Residual  
Total  
19.185  
24.667  
220  
222  
.087  
a. Dependent Variable: Overall (SE)  
b. Predictors: (Constant), Overall (CPD), Overall (CD)  
Table 4 shows the coefficient table. This table provides the necessary information to predict self-efficacy from  
the career development and career path decisions, as well as contribute statistically to the model (by looking at  
the Sig column). The value of b for career development is .207, which represents the change in the outcome  
associated with a unit change in self-efficacy. Therefore, if career development is increased by one unit, then  
the model predicts that the level of self-efficacy will increase by .207 or 20.7 percent. The value of b for career  
path decisions is .205, which represents the change in the outcome associated with a unit change in self-  
efficacy. Therefore, if the career path decision is increased by one unit, then the model predicts that the level of  
self-efficacy will increase by .205 or 20.5 percent.  
The values of the t-test explain whether the b-values are different from 0. Since the significant values are .000,  
the results have a genuine effect. Since the b coefficients of career development and career path decisions are  
different from 0, it can be concluded that the 2 constructs make a significant contribution (p < 0.000) in  
determining self-efficacy.  
Given the observed link between self-efficacy, career development, and career path decisions, it is logical to  
reject Hypothesis, which states that "Career development and career path decisions do not significantly  
influence the self-efficacy of first-year nursing students." The findings suggest that the self-efficacy of the  
respondents is indeed significantly influenced by their career development and career path decisions.  
TABLE 4 Influence of Career Development and Career Path Decision on Self-Efficacy  
Model  
Unstandardized  
Coefficients  
Standardized  
Coefficients  
t
P-value Remarks  
B
Std. Error  
Beta  
(Constant)  
2.052  
.207  
.206  
.041  
9.972  
4.994  
.000  
.000  
Career  
.310  
Significant  
Development  
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Career  
Path .205  
.046  
.278  
4.490  
.000  
Significant  
Decisions  
a. Dependent Variable: Self-Efficacy  
This indicates that, overall, the regression model statistically significantly predicts the outcome variable, that  
is, it is a good fit for the data. Thus, results reject the null hypothesis and support that career development and  
career path decisions significantly influence nursing students' self-efficacy. The findings suggest that students  
who receive adequate career support and clarity in their academic and professional direction are more  
confident in performing nursing tasks and achieving academic success. Thus, goal alignment and decision self-  
concordance strengthen the self-efficacy [30], and clear career decisions can significantly predict resilience and  
self-perceived competency [24]  
.
Integrated Analysis of Quantitative and Qualitative Data  
Developing an Interest in Nursing Career. The quantitative results revealed that most influencing factors on  
nursing students' career choices ranged from low to high extent, particularly within personal and  
environmental domains. Based on the participants’ narratives, their standpoint in developing interest to a  
nursing career developed four clusters or themes which include family influence and support, personal  
motivation and aspiration, career opportunities and benefits, and societal and environmental factors.  
Hence, the statistical trends in the career development align well with the qualitative narratives and emergent  
themes in the influences of choosing a nursing career. The integration reveals a strong alignment in terms of  
family influence, intrinsic motivation, and confidence to pursue nursing. Through quantitative and qualitative  
lenses, integration effectively illuminated the understanding that career development in nursing is a complex  
interplay of personal values, family influences, and contextual experiences. Hence, there is a comprehensive  
and meaningful convergence between measurable influences and personal experiences.  
In areas where SHS strand alignment was weak quantitatively, the qualitative data deepens the understanding  
by emphasizing the adaptive strategies and personal experiences that compensated for the formal academic  
limitations. In summary, family influence and support converge with moderate quantitative scores, while  
personal motivation and aspiration expand the quantitative data by revealing internal drives, such as caregiving  
experiences and a desire to help. Career opportunities and benefits contribute to high scores in self-efficacy  
and positive outcome expectations, while societal and environmental factors partially support moderate ratings  
on academic and school exposure.  
Motivations to Pursue Nursing. The integration of quantitative and qualitative data revealed a strong  
convergence between the extent of career path decisions and motivational experiences of nursing students. The  
quantitative results reflected a high degree of motivation, which aligns closely with participants’ individual  
narratives, particularly in areas of altruism, personal growth, and self-actualization. These intrinsic motivators  
were consistently emphasized both statistically and thematically, affirming their critical role in nursing  
students’ career decisions.  
Abilities Possessed to Fit in Nursing Profession The integration of quantitative and qualitative data provides a  
comprehensive illustration of the respondents' perceptions of their self-efficacy and the abilities that equip  
them for their chosen career. The numerical scores reflect consistent moderate to high self-efficacy levels  
across four dimensions: performance accomplishment, modeling, verbal persuasion, and emotional arousal.  
These are enriched by qualitative insights or narratives that articulate the participants’ personal experiences,  
struggles, and growth in developing both clinical and cognitive nursing skill competencies, as well as  
professional and personal attributes.  
Moreover, integration shows a strong alignment between quantitative and qualitative data sets. While high  
self-efficacy scores in clinical tasks matched with skills-lab narratives, moderate memorization ability was  
supported by participant accounts of academic struggle. Additionally, a narrative description of how  
encouragement from others helped the participants (nursing students) take risks was elaborated in detail,  
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offering broader insights not reflected in the scale. As a result, the integrated analysis provides a well-rounded  
understanding of the nursing profession and readiness for their chosen career. Overall, the integration presents  
a comprehensive and well-rounded understanding of nursing students’ motivations, career path decisions, and  
readiness for the profession, underscoring that their journey is both statistically evident and experientially  
meaningful.  
Program Design  
This research has led to the development of a structured intervention program to address key factors  
influencing the academic and career development of incoming first-year nursing students and all year levels.  
Grounded by the study's findings, the program focuses on enhancing the students' self-efficacy, aligning their  
career path decisions with their personal goals and interests, and strengthening their supportive learning  
environment. By incorporating evidence-based strategies such as mentorship for knowledge enhancement,  
nursing-related skills training, reflective practice, and goal-setting activities, the program seeks to bridge the  
gap between students' prior academic backgrounds and the demands of nursing education.  
Ultimately, the program aims to support the holistic development of nursing students, helping them build  
confidence, stay motivated, clarify their goals, and gain a deeper understanding of the nursing profession,  
enabling them to succeed academically and professionally.  
Program Design A: Nursing Preparatory Courses: Bridging the gap of Essential Knowledge and Skills  
a.1 Area of Improvement: The design of this program aims to prepare incoming nursing students, particularly  
those from non-STEM backgrounds, by building their confidence and competence to ensure a smooth  
transition from Senior High School (SHS) to nursing education.  
a. 2 Target Participants: Incoming first-year nursing students, non-STEM strand graduates, and students  
requiring academic bridging.  
a.3 Objectives: The primary objective of this program is to strengthen the foundational knowledge in science,  
math, and basic healthcare concepts while building confidence, self-efficacy, and readiness for the rigors of the  
nursing program. Specifically, this aims to reinforce course concepts in health sciences (biology and human  
anatomy), strengthen mathematical skills relevant to medical calculation and dosage, and cultivate confidence  
and a growth mindset toward their nursing journey.  
a.4 Program Monitoring: Learning progress will be assessed to ensure the program's primary objective has  
been successfully achieved. The student will show improved self-confidence and academic preparedness in  
science and basic math, as well as nursing-related concepts. Aside from the knowledge gained, they will  
demonstrate confidence and be mentally and emotionally ready for the nursing program. Furthermore, after the  
activities, feedback will be given to evaluate the usefulness of the nursing preparatory course.  
Program Design B: Resilience and Independence for Self-Efficacy (RISE): an enhancement program for  
nursing students.  
b.1 Area of Improvement: This program design aims to further enhance the self-efficacy of nursing students  
from first year to fourth year, supporting the development of effective study habits, time management  
strategies, greater confidence, enhanced clinical competence, and a growth mindset throughout their nursing  
journey.  
b.2 Target Participants: First Year to Fourth Year Level Nursing Students  
b.3 The primary objective of this program is to continuously build and enhance the self-efficacy of nursing  
students by equipping them with the mindset, skills, and support systems needed for academic success, clinical  
competence, and professional growth. This program will help reduce anxiety about skill-based performance,  
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promote greater engagement and persistence in challenges, and increase the willingness to take initiative and  
lead.  
b.4 Program Monitoring: To ensure that the program's goal has been successfully achieved, learning progress  
and confidence over time will be assessed. The student will show improved academic performance, self-  
confidence, and clinical competencies. Reduced anxiety in skill-based performance will be evident.  
Furthermore, after the activities, feedback will be given to evaluate the usefulness of the enhancement  
program.  
CONCLUSION  
Career development dimensions highlighted nursing students as being strongly motivated by their desire to  
help their families and the opportunities that a nursing career offers. This highest level of outcome  
expectations indicates a positive outlook for the respondents, contributing to their adaptability and willingness  
to perform specific tasks required to obtain nursing knowledge and skills. Furthermore, fostering self-efficacy,  
which highlights the importance of believing in their abilities, empowers them to reach their full potential and  
overcome the challenges of the nursing profession. In moderate influence, the respondents' real-world learning  
experiences serve as a reflective practice for a clearer understanding of their chosen career. These dimensions  
serve as the primary drivers of career growth among the respondents. Environmental influences such as  
institutional resources or family background play a role in career development. However, they are not the most  
significant influences for the respondents.  
Moreover, respondents actively take proactive steps and make deliberate decisions to navigate their career  
trajectories. They are largely self-directed, primarily relying on their actions, goals, and interests. Their actions  
reflect their strong sense of initiative to shape their future. Frequently, the respondents' choice goals are  
yielded from their personal aspirations, which drive them to make career-related decisions. Their goals are a  
foundation for planning and staying focused on their nursing education. While slightly lower than choice  
goals, respondents place considerable value on their interests and passions when making career choices. Thus,  
the proactive mindset ensures their sustained motivation, precision, and adaptability in the face of their  
academic and professional challenges.  
In enhancing self-efficacy, modeling, the ability to learn by observing others and effectively emulating  
behaviors, skills, and attitudes demonstrated by peers, mentors, or clinical instructors has fostered strong  
confidence among respondents. Additionally, they feel capable of influencing and motivating others through  
effective communication and tend to improve their performance when encouraged and recognized, reflecting a  
high level of confidence in verbal persuasion. Their ability to manage their emotions, academic stress, and  
clinical settings demonstrates strong emotional self-regulation.  
Based on the observed differences in the self-efficacy of first-year nursing students from STEM and non-  
STEM academic strands, their confidence levels appear to vary depending on their academic background and  
prior learning experiences related to their strand. Since different academic strands are designed to emphasize  
specific knowledge areas, skills, and career pathways, students from STEM backgrounds often enter the  
nursing program with a stronger foundation in science and mathematics, contributing to greater academic  
confidence. In contrast, students from non-STEM strands may face initial challenges but can develop self-  
efficacy through adaptive learning and targeted support. This finding underscores the significance of strand-  
sensitive educational support and bridging programs in enabling all nursing students, regardless of their  
academic background, to develop the self-confidence and competence necessary to succeed in nursing  
education and future clinical practice.  
Given the associated link between self-efficacy, career development, and career path decisions, the findings  
indicate that the respondents' self-efficacy is significantly influenced by their career development experiences  
and decisions regarding their career path, highlighting its multifaceted nature. The result illustrates the  
interconnectedness of the dimensions and the dynamic nature of self-efficacy. Hence, self-efficacy is not  
shaped by a single factor, but rather the result of a continuous interaction between the respondent's internal  
motivation, goals, interests, and external circumstances.  
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RECOMMENDATIONS  
First-Year Nursing Students may enhance their foundational skills in nursing-related concepts through active  
involvement in the implementation of the developed nursing preparatory course program, serving as  
reinforcement to bridge the gap in essential knowledge and skills required in nursing. With the rigorous  
academic and clinical demands in nursing education, students need to strengthen their coping strategies and  
practice time management to overcome information overload, which can lead to potential learning gaps.  
Incoming First-Year Nursing Students (Senior High School Students) may need to recognize the value of self-  
awareness and adaptability as tools for a smooth and successful transition into nursing education. Hence,  
maximizing their learning potential and being holistically prepared. It is strongly encouraged for them to  
engage actively in career orientation and academic counseling sessions offered by the school’s guidance office.  
Contextual learning experiences may be reinforced through immersion in real-life nursing tasks as part of their  
curriculum, which can help leverage their existing knowledge and build self-efficacy before entering the  
nursing program.  
Second-, Third-, and Fourth-Year Level Nursing Students may leverage their strengths through mastery  
experiences and clinical exposure. They may be provided with incrementally challenging academic and  
clinical experiences that allow them to build confidence and enhance self-efficacy in handling complex client  
care situations. They may be encouraged to engage in interdisciplinary learning and be actively involved in  
implementing the program designed for each year level. This is to reinforce the development of their personal  
qualities, interpersonal competence, professionalism, independence, resilience, and career progression.  
Curricularists and Education Stakeholders may incorporate more experiential learning opportunities, such as  
immersion specific to their field of interest, simulations, and reflective practice. Their experiences can deepen  
students’ understanding of the profession and reinforce the real-world relevance of their academic training. An  
early exposure to professional environments can help bridge the gap between classroom learning and real-  
world practice. Subsequently, they may be required to conduct a rigorous assessment of the curriculum,  
examining the significant details that address the student’s learning needs, thereby obtaining a competency-  
based outcome at a specific year level.  
Furthermore, understanding the role of social influence helps educators and guidance counselors better support  
students. By acknowledging the positive and negative external motivators in students’ lives, they can tailor  
interventions, mentoring, and support systems. Strengthening the involvement of families and peer groups, as  
well as addressing societal misconceptions about nursing, may enhance students' motivation and professional  
identity.  
Nursing Educational Institutions may conduct an open house program for those incoming students, particularly  
those in Senior High School who are still exploring their college options. This will allow prospective students  
to experience the nursing profession (school-based) in a tangible and immersive manner. This may also  
promote informed career decision-making, which can enhance motivation and confidence in pursuing a career  
in nursing.  
The implementation and utilization of the developed Nursing Preparatory Course: Bridging  
the Gap of Essential Knowledge and Skills Program aims to support incoming nursing students, particularly  
those from non-STEM backgrounds, in adopting and building the confidence and competence necessary for a  
smooth transition from Senior High School (SHS) into nursing education. Following this, continuous  
monitoring and evaluation of the program’s effectiveness will be conducted to assess its impact on reinforcing  
and strengthening foundational knowledge in science, mathematics, and basic healthcare concepts while  
fostering confidence, self-efficacy, and readiness for the demands of the nursing program.  
Implementation and utilization of the developed Resilience and Independence for Self-Efficacy (RISE)  
Program for nursing students at all levels to further enhance their self-efficacy, which helps to develop  
effective study habits, time management strategies, cultivate more confidence, enhance clinical competence,  
and develop a growth mindset toward the nursing journey. This program will help reduce the anxiety in skill-  
based performance, promote greater engagement and persistence in challenges, and increase willingness to  
take initiative and lead.  
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ACKNOWLEDGEMENT  
The completion of this dissertation was made possible through the generous support, motivation, and guidance  
provided by my dissertation committee and various individuals and institutions. I am sincerely grateful to the  
committee members for their integral role in this journey, offering their invaluable support and expertise  
throughout the research process.  
Limitations  
Since the data were collected at one point in time, the study cannot fully capture the evolving nature of self-  
efficacy, career interests, and motivational drivers as students progress through the nursing program.  
Longitudinal studies would be needed to track how these dimensions change over time.  
Conflict of Interests  
None  
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