ABSTRACT
The purpose of this study was to develop a predictive model for perceived competence and to obtain an integrator evaluation of the nursing curriculum with measures of nursing self-efficacy, general self-efficacy, resilience, and stress among nursing students. A correlational study with nursing students (N = 265) from the degree in nursing was conducted. A factor analysis was used to test the construct validity of nursing self-efficacy and perceived competence. The correlational and discriminant analyses evaluated the factors in the four academic levels of the degree (2016-2017) to identify the variables involved in the classification of the students in each level. The results of exploratory and confirmatory factor analyses of nursing self-efficacy and perceived competence revealed a statistically significant good fit and consistency. Nursing self-efficacy, general self-efficacy, resilience, and year of the degree course predicted 34% of perceived competence scores. The discriminant function of nursing self-efficacy, perceived competence, and resilience classified 76% of participants in the first and last years of the degree. Nursing self-efficacy, perceived competence, and resilience increased with academic level. They help chart nursing students' progress through the curriculum.
