Presenter Classification
Graduate Student
Presentation Type
Podium Presentation
Publication Date
4-22-2026
Start Date
22-4-2026 1:00 PM
End Date
22-4-2026 1:20 PM
Keywords
Student Nurse Practitioner, Practice Preparedness, Self-Efficacy, Clinical Teaching, Role-Modeling
Abstract Type
Research
Abstract
Purpose: Final-semester student nurse practitioners (SNPs) often report unpreparedness for practice. Little is known about which preceptor characteristics prepare students for practice. The purpose of this study was to examine whether final-semester SNPs' practice preparedness is associated with their self-efficacy and most significant preceptor’s clinical teaching effectiveness and role modeling.
Aim: To identify which student and preceptor factors are associated with and predict SNP preparedness.
Methods: Cross-sectional correlational study of final-semester SNPs (N = 83). Participants completed the New Nurse Practitioners’ Practice Preparedness Survey, New General Self-Efficacy Scale, Cleveland Clinic Teaching Effectiveness Instrument, and Role Model Apperception Tool. Analysis included Pearson correlation, Kendall’s tau-b, and multiple linear regression; limitations included cross-sectional, correlational design.
Results: Students reported being well prepared for practice. Scores for self-efficacy (r = .35), preceptor clinical teaching effectiveness (r = .36), and role modeling (r = .25) were significantly associated with practice preparedness. Preceptor characteristics with the strongest statistical associations with preparedness were regular feedback (τb = .45), asking learning-promoting questions (τb = .29), and availability for learners (τb = .28). The multiple linear regression model was statistically significant, explaining 23.3% of the variance in preparedness. Controlling for covariates, general self-efficacy (β = .44), and preceptor clinical teaching effectiveness (β = .36) were significant positive predictors for practice preparedness.
Conclusions: Self-efficacy and preceptor clinical teaching effectiveness were independently associated with greater SNP practice preparedness. Findings support targeted strategies to increase students' self-efficacy and preceptor development, emphasizing learner-centered teaching to strengthen practice preparedness.
Included in
Association of Self-Efficacy, Preceptor Teaching, and Role Modeling with Practice Preparedness in Student Nurse Practitioners
Purpose: Final-semester student nurse practitioners (SNPs) often report unpreparedness for practice. Little is known about which preceptor characteristics prepare students for practice. The purpose of this study was to examine whether final-semester SNPs' practice preparedness is associated with their self-efficacy and most significant preceptor’s clinical teaching effectiveness and role modeling.
Aim: To identify which student and preceptor factors are associated with and predict SNP preparedness.
Methods: Cross-sectional correlational study of final-semester SNPs (N = 83). Participants completed the New Nurse Practitioners’ Practice Preparedness Survey, New General Self-Efficacy Scale, Cleveland Clinic Teaching Effectiveness Instrument, and Role Model Apperception Tool. Analysis included Pearson correlation, Kendall’s tau-b, and multiple linear regression; limitations included cross-sectional, correlational design.
Results: Students reported being well prepared for practice. Scores for self-efficacy (r = .35), preceptor clinical teaching effectiveness (r = .36), and role modeling (r = .25) were significantly associated with practice preparedness. Preceptor characteristics with the strongest statistical associations with preparedness were regular feedback (τb = .45), asking learning-promoting questions (τb = .29), and availability for learners (τb = .28). The multiple linear regression model was statistically significant, explaining 23.3% of the variance in preparedness. Controlling for covariates, general self-efficacy (β = .44), and preceptor clinical teaching effectiveness (β = .36) were significant positive predictors for practice preparedness.
Conclusions: Self-efficacy and preceptor clinical teaching effectiveness were independently associated with greater SNP practice preparedness. Findings support targeted strategies to increase students' self-efficacy and preceptor development, emphasizing learner-centered teaching to strengthen practice preparedness.
