Preceptor practice behaviors and midwife student self-efficacy to therapeutic presence and non-intervention in the absence of complication .

摘要

Self-efficacy theory suggests that role modeling is an important influence in the development of self-efficacy for complex and stressful tasks, however, little is known about this phenomenon as applied to the professional socialization of midwives. This cross sectional multivariate analytical study examined clinical preceptor care practices of two midwifery hallmarks of practice---Therapeutic Presence (TP) and Non-intervention in the Absence of Complication (Non-I) and Student Self-efficacy to performing these practices. A total of 215 newly graduated midwives were sent study materials measuring preceptor behaviors of TP and Non-I, and student self-efficacy to the same behaviors. A response rate of 58.1% (N = 125) was obtained. A student's belief that Therapeutic Presence behaviors would result in beneficial outcomes (outcome expectancy) (B= 0.305, p = .001), performance mastery (B = 0.166, p = .001) and verbal persuasion (B = 0.107, p = .004) accounted for 58% of the variance (R2=.579) in student self-efficacy scores to therapeutic presence behaviors (M = 27.97, SD =1.94). Student outcome expectancy for Non-I behaviors (B = 0.487, p = .001) and observation of preceptor performance on Non-I behaviors (B = 0.178, p = .008) had a moderate affect (R 2= .315) on Non-I self-efficacy scores, ( M = 23.52, SD = 2.65). There were no significant associations between participant age, clinical site, prior experience, preceptor characteristics, type of midwifery program, motivation to be a midwife, degree of identification with preceptor, and self-efficacy to either hallmark. Clinical and educational implications and directions for future research are discussed.