BACCALAUREATE NURSING STUDENTS' REPORTS OF PERCEPTION OF SOCIAL SUPPORT OBTAINED AND SOCIAL SUPPORT DESIRED FROM FACULTY WHILE IN CLINICAL EXPERIENCES.
Contributors: Widener University School Of Nursing.
Published: 1992
Number of pages: 133
Subjects: Health Sciences, Nursing.; Psychology, Social.; Health Sciences, Education.; Education, Higher.
Description: The purpose of this descriptive study was to investigate the types of social support senior and junior baccalaureate nursing students perceived as obtained and the types of social support desired from faculty while in clinical experience. Because there is little information on what constitutes the assistance or help needed for students to feel supported, this study examined the phenomenon of support. The theoretical framework of social support was used in order to categorize what helping behaviors from faculty were important for nursing students in clinical experiences.

Two hundred forty-two students from three colleges and universities in Pennsylvania completed the revised Inventory of Socially Supportive Behaviors and the Demographic Data Sheet. Twelve students were interviewed for additional data.

Multivariate analyses of variance were used to test the significance of difference between social support perceived as obtained and social support desired and differences between senior and junior students in the amount of social support perceived as obtained and desired. There was a significant difference between social support perceived as obtained and social support desired, with students desiring more social support from faculty than they perceived as obtained. There was no difference between senior and junior students, except on the Directive Guidance subscale, where juniors scored higher than seniors.

It was concluded that the types of social support identified by Barrera and Ainlay (1983) can be utilized by faculty to examine students' support needs. Further research is needed with a broader sample. Other support sources such as peers and nursing staff also need to be studied in clinical experience. Studies should be expanded to students' support needs in the classroom.
Notes: Source: Dissertation Abstracts International, Volume: 53-08, Section: B, page: 4033.

Thesis (D.N.SC.)--WIDENER UNIVERSITY SCHOOL OF NURSING, 1992.

School code: 0969.