A survey of parental self‐efficacy experiences: maximising potential through health visiting and universal parenting support

Aims and objectives. To examine parental self‐efficacy experiences for users of a parenting support programme and consider the pertinence of self‐efficacy theory to health visiting (public health nursing) practice. Background. Commonly, successful parenting training programmes are underpinned by social learning principles and aim to strengthen parental self‐efficacy. However, research examining programme effectiveness rarely discusses how self‐efficacy outcomes are achieved. Design. A descriptive survey was completed as the first part of a realistic evaluation study examining how a UK parenting support programme worked. Methods. The first part of the realistic evaluation involved validating outcome measures (the Parenting Self‐Agency Measure and Self‐Efficacy for Parenting Tasks Index subscales) and administering a questionnaire survey. The questionnaire was completed by adults accessing a parenting support programme during a 10‐month period (n = 168). Data were analysed using descriptive and inferential statistics. Results. Women were the main users of the programme, which included informal drop‐in groups as well as more formalised health visiting services and parenting training courses. The Parenting Self‐Agency Measure results indicated good general parental self‐efficacy; however, the task‐specific Self‐Efficacy for Parenting Tasks Indexes scales suggested that parents were less self‐efficacious in disciplining children. Lower self‐efficacy scores correlated with high ratings for ‘feeling tired’, ‘receiving negative comments’ and ‘giving‐in to a child’s demands’. Conclusions. Study results indicate that the domain general and task‐specific measures provide different, but helpful, insights into parental self‐efficacy experiences. By identifying factors associated with the levels of general and task‐specific parental self‐efficacy, health visitors can gain a fuller appreciation of support needs. Relevance to practice. To maximise potential through parenting support, attention should be given to addressing factors associated with poorer self‐efficacy experiences, including parental tiredness. Equally, practice should be directed at developing community environments that offer exposure to positive praise and the opportunity to practice new skills without facing criticism.