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Faculty influence on nursing students' preferences for practice.

C F Waltz

    Nursing Research
    |March 1, 1978
    PubMed
    Summary
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    Faculty preferences did not significantly influence nursing students' practice preferences during a clinical course. Student preferences were linked to perceived faculty characteristics and prior interests, not faculty alignment.

    Area of Science:

    • Nursing Education
    • Healthcare Professional Development
    • Clinical Practice

    Background:

    • Understanding factors influencing nursing students' practice preferences is crucial for effective education.
    • The role of clinical faculty in shaping student preferences requires further investigation.

    Purpose of the Study:

    • To examine the convergence between nursing students' and clinical faculty's practice preferences.
    • To identify faculty characteristics perceived by students to influence their practice preferences.

    Main Methods:

    • Longitudinal study involving 170 junior baccalaureate nursing students and 14 faculty.
    • Measurement of student preferences for indirect-direct patient care involvement at three time points.
    • Multiple regression analysis to assess associations between student preferences and perceived faculty attributes.

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    Main Results:

    • Student preferences did not converge with faculty preferences throughout the clinical course.
    • Student preferences were associated with attributed faculty preferences, perceived faculty reputation, and academic performance.
    • Pre- and post-course preferences also influenced final student preferences.

    Conclusions:

    • Clinical faculty preferences do not appear to directly shape student practice preferences in this context.
    • Student perceptions of faculty, their own academic standing, and prior interests are significant factors.
    • Nursing education programs should consider these multifaceted influences on student development.