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Role model behaviors in the clinical setting
1Bayfront Medical Center, St. Petersburg, FL 33701-4891.
The Journal of Nursing Education
|November 1, 1994
Summary
Nursing students view clinical faculty as role models, practicing important behaviors. However, students perceive faculty inconsistently reward their efforts to emulate these role model behaviors.
Area of Science:
- Nursing Education
- Social Learning Theory
Background:
- Role modeling is crucial in nursing education.
- Clinical nursing faculty significantly influence student development.
- Understanding student perceptions of faculty role modeling is essential.
Purpose of the Study:
- To identify key role modeling behaviors of clinical nursing faculty as perceived by baccalaureate students.
- To explore the alignment between student emulation of behaviors and faculty reinforcement.
Main Methods:
- A questionnaire assessing 28 role model behaviors was developed.
- Bandura's Social Learning Theory guided the research framework.
- Reliability analysis showed a high overall alpha coefficient of .95.
Main Results:
- Clinical nursing faculty are recognized as important role models by students.
- Students reported practicing the identified role model behaviors.
- Students perceived inconsistent reinforcement from clinical faculty for emulating these behaviors.
Conclusions:
- Clinical faculty serve as significant role models for nursing students.
- There is a need for consistent faculty reinforcement of desired student behaviors.
- Further research should explore strategies to enhance role modeling effectiveness in clinical nursing education.