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Nursing students' self-perceptions as insiders in the practice culture
Kathy L Rush1, Barbara McCracken, Catherine Talley
1School of Nursing, University of British Columbia Okanagan, 3333 University Way, Kelowna, BC V1V 1V7, Canada. kathy.rush@ubc.ca
Nurse Education in Practice
|September 30, 2008
Summary
Clinical experiences significantly enhance nursing students' self-perceptions as insiders, regardless of teaching model. Both preceptored and instructor-led clinicals foster acculturation into the nursing profession.
Area of Science:
- Nursing Education
- Clinical Practice
- Professional Acculturation
Background:
- Undergraduate nursing students require acculturation into the nursing culture for confident practice.
- Various clinical teaching models exist, but their impact on student acculturation is unclear.
Purpose of the Study:
- To compare nursing students' self-perceptions as insiders in preceptored versus instructor-led clinical experiences.
- To identify factors influencing nursing students' self-perceptions as insiders within clinical practice.
Main Methods:
- A non-equivalent group pre-post-test design was employed with 38 undergraduate nursing students.
- Students participated in either instructor-led practicums or summer externships.
- A "perceptions of self in the clinical practice culture scale" was administered before and after clinical experiences.
Main Results:
- Both clinical teaching models led to significant positive changes in students' insider self-perceptions.
- No significant interaction effect was found between the clinical teaching model and time on insider self-perceptions.
- Students reported various factors influencing their perceptions of being an insider.
Conclusions:
- Clinical experiences are crucial for nursing student acculturation, irrespective of the specific teaching model.
- Understanding factors influencing insider perceptions can inform clinical teaching strategies.
- Further research can explore specific factors contributing to successful acculturation in nursing education.
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