Nursing Student Research

T-test comparisons revealed no differences between groups, although it was describe that observances showed a accomplishable trend in the direction of nurses instructed by faculty being more fearful than nurses instructed by preceptors.

correlational analyses were, at best, only partially confirmatory of associations between variables that were in accord with the study's theoretical underpinnings. Specifically, findings showed that increases in stress (as predicted by the Lazarus/Folkman model) were associated with increases in the emotions of threat, fear, and disgust and with decreases in stimulation.

Also, as predicted by the Lazarus/Folkman model, an increase in the sense of threat was also associated with a decrease in stimulation. However, increases in the sense of challenge, in contradiction to the Lazarus/Folkman model, were also associated with increases in stress, threat, fear, stimulation, and disgust. Although findings could be used to conclude that the study's conceptual model was stupid in its major postulates concerning stress, cognitive appraisal and resulting emotions, it was noted that this proof would most likely be invalid; this because several substitute(a) explanations were possible with respect to producing findings. Alternative explanations included a possible history effect, inadequacies of the test instrument to measure the variables of interest, and the interval of thoughtfulness being too short.

mathematical operation measures were collected prior to the beginning of the program, during the program, and then again outright following the program. Findings showed no differences between groups four weeks into steering; however, by the end of the program the preceptored group showed significantly larger increases in teaching, collaboration, planning, and evaluation measures. Both groups showed the same level of improvement in their leadership skills.

However, in a review of this study, Oermann (19 ) reported that the underage sample size of the preceptor group makes it difficult to emplacement strong confidence in findings.

Nursing eduction programs strive to establish nursing students for entry into professional practice. This preparation includes didactic instruction which focuses on cognitive development and incorporates nursing theories and problem work techniques. The importance of the classroom helping should not be minify since it is nursing theory that provides the foundation for nursing practice. An integral component of this learning process is the development of psychomotor and technical skills which ar best learned within the clinical setting.

Findings of the conducted ANCOVA showed that both groups achieved gains in clinical competence from pretest to posttest. However, significantly greater gains in clinical competence were achieved by those nurses who participated in the preceptored program.

A - .39 .49 .60 -.14 .40 -.18

GROUPS

B .39 - .24 .42 .25 .12 -.02

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