Abstract
The study examined the relationship between final year nursing students' perceptions of preceptor authentic leadership and self-efficacy. Nursing students are required to engage in a preceptorship experience at the end of their nursing education for socialisation into the profession and learning consolidation to facilitate optimum transition from student to nurse. Unfortunately, preceptorship has been identified as the most stressful experience that nursing students engage in and poor relations with clinical staff and low competence beliefs to nurse have led to attrition after graduation. To date, a limited number of studies have examined preceptors' leadership style, particularly authentic leadership and student nurses' self-efficacy. Authentic leadership has been identified in the nursing literature as a root element for creating healthy work environments to enhance nurturing leader-follower relationships. Hence, this study addresses: a) the relationship between perceived preceptor authentic leadership and nursing students' self-efficacy, job satisfaction, and job performance; b) the influence of the final clinical practicum on nursing students' self-efficacy to nurse; and c) the mediating effect of self-efficacy on perceived preceptor authentic leadership, job satisfaction and job performance.
Sigma Membership
Phi Gamma (Virtual)
Lead Author Affiliation
Athabasca University, Athabasca, Alberta, Canada
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Leadership, Job Satisfaction, Job Performance, Nursing Students
Advisor
Salvatore Mendaglio
Second Advisor
Eugene Kowch
Third Advisor
Joan Vitello-Cicciu
Degree
PhD
Degree Grantor
University of Calgary
Degree Year
2019
Recommended Citation
Bryan, Venise D., "Student nurses' perception of preceptors' authentic leadership effect on self-efficacy" (2023). Dissertations. 216.
https://www.sigmarepository.org/dissertations/216
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-02-16
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 22623354; ProQuest document ID: 2388716589. The author still retains copyright.