The impact of experiential learning on graduation confidence in audiology students: a self-efficacy perspective from China

Abstract Background: Experiential learning is central to professional preparation in health sciences education, yet it can introduce emotional and cognitive challenges that affect students’ motivation and academic confidence. Drawing on Bandura’s self-efficacy theory, this study examines how internships and research participation influence audiology students’ confidence in completing their undergraduate training in China. Methods: A cross-sectional survey was administered to 132 students enrolled in a four-year audiology program at a Chinese medical university. Graduation confidence was used as a proxy for academic self-efficacy. The survey measured students’ perceptions of anxiety related to clinical and research-based experiential learning, program relevance, and career expectations. Hierarchical regression analysis was conducted to identify predictors of graduation confidence. Results: Our findings indicate that students’ graduation confidence was significantly and positively predicted by their perceived program relevance (alignment with personal interests and expectations), anticipated job competence, and expected income. In contrast, anxiety stemming from internships and research participation negatively predicted graduation confidence. A supplementary analysis comparing current students with recent graduates revealed comparable levels of anxiety during internships and initial professional practice. Conclusions: Experiential learning exerts a dual influence on student development—strengthening professional skills while also generating emotional stress. Educational strategies that combine academic challenge with psychological support, such as mentorship and resilience-building programs, may enhance self-efficacy and promote successful progression in health professions education.