Self-efficacy is an essential concept regarding academic performance and persistence in higher education. Research indicates that interprofessional simulation-based learning influences participants’ self-efficacy and points to a need for more research on self-efficacy and its development. This study describes perioperative nursing students’ experiences with how interprofessional simulation-based learning contributes to self-efficacy in communication, interdisciplinary collaboration, and prioritising tasks in acute situations. Six qualitative focus group interviews were conducted with thirty-four perioperative nursing students from four universities and university colleges in Norway. Qualitative directed content analysis was applied in accordance with Bandura's social cognitive theory which specifies four sources influencing self-efficacy. Results showed that well-designed/prepared interprofessional simulation-based learning can develop self-efficacy concerning communication, interdisciplinary collaboration, and prioritising tasks in acute situations.

自我效能是关于学业成绩和在高等教育中坚持不懈的一个基本概念。研究表明，跨专业模拟学习会影响参与者的自我效能感，需要对自我效能感及其发展进行更多研究。本研究描述了围手术期护理学生的经验，即跨专业模拟学习如何促进沟通、跨学科合作和紧急情况下任务优先级的自我效能。对来自挪威四所大学和大学学院的 34 名围手术期护理学生进行了六次定性焦点小组访谈。根据班杜拉的社会认知理论应用定性定向内容分析，该理论指定了影响自我效能的四个来源。