Nursing students' self-perceptions as insiders in the practice culture

Nursing students must be able to function comfortably, confidently, and competently within the culture of nursing when they graduate. Although different models of clinical teaching are used to acculturate undergraduate nursing students to their professional practice roles, it is not known to what extent acculturation is affected by these models. The two-fold purpose of this study was to compare self-perceptions as insiders of students involved in preceptored and instructor led clinical experiences and to identify factors contributing to students self-perceptions as insiders. Using a non-equivalent group’s prepost- test design, 38 undergraduate students, participated either in traditional instructor led practicums or summer externships. In addition to a background questionnaire, students completed an investigator generated perceptions of self in the clinical practice culture scale prior to, and at the end of, their clinical experiences. Findings revealed that both groups of students demonstrated significant changes in their self-perceptions as insiders as a result of their clinical experiences but there was no significant interaction effect of clinical teaching model and time on students’ insider self-perceptions. Students identified multiple factors that influenced their insider perceptions. Implications of these finding are discussed.