Degree Name
PhD (Doctor of Philosophy)
Program
Nursing
Date of Award
5-2026
Committee Chair or Co-Chairs
Pi-Ming Yeh
Committee Members
Jean Hemphill, Melessia Webb, Alex Sargsyan
Abstract
Aim. The aim of this study was to examine the factors influencing student nurse practitioners’ practice preparedness in their final-semester. The independent variables included self-efficacy, preceptor’s clinical teaching effectiveness, and role modeling.
Background. Many nurse practitioners report feeling unprepared to begin practice. Although self-efficacy is associated with positive academic and clinical outcomes, its relationship with NP students’ practice preparedness remains poorly established. Preceptors are central to clinical education, yet many receive limited preparation for teaching, and it remains unclear which preceptor factors are most associated with students’ readiness to practice.
Method. In this cross-sectional correlational study, 83 final-semester student nurse practitioners (SNPs) completed measures of perceived practice preparedness, self-efficacy, and ratings of their most significant preceptor’s clinical teaching effectiveness and role modeling. Bivariate associations were examined using Pearson correlation coefficients and Kendall’s tau-b, as appropriate. Multiple linear regression was used with perceived practice preparedness as the dependent variable to estimate the independent associations of self-efficacy, clinical teaching effectiveness, and role modeling.
Results. Students reported high perceived practice preparedness. Pearson correlations indicated that preparedness was positively associated with self-efficacy, perceived preceptor clinical teaching effectiveness, and preceptor role modeling (all p < .05). At the item level, Kendall’s tau-b showed the strongest associations between preparedness and preceptor behaviors reflecting clinical competence, engaging instruction, and learner support. In the multivariable model, overall fit was significant, F(df = 5, 77) = 4.68, p < .001, explaining 23.3% of the variance in preparedness. Self-efficacy (β = 0.279, p = .009) and perceived clinical teaching effectiveness (β = 0.273, p = .010) were significant positive predictors; years of RN experience, number of NP preceptors, and months with the most influential preceptor were not significant (all p > .05).
Conclusion. Higher self-efficacy and perceived clinical teaching effectiveness were independently associated with greater SNP practice preparedness. Findings support targeted strategies to increase student self-efficacy and preceptor development that emphasize clinical competence and learner-centered teaching strategies to strengthen practice preparedness.
Document Type
Dissertation - embargo
Recommended Citation
Carroll, Quinton, "Association of Self-Efficacy, Preceptor Teaching, and Role Modeling with Practice Preparedness in Student Nurse Practitioners" (2026). Electronic Theses and Dissertations. Paper 4649. https://dc.etsu.edu/etd/4649
Copyright
Copyright by the authors.
