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Table 4 Frequency of action use as occasionally or very often

From: New graduate registered nurses’ professional competence and the impact of preceptors’ education intervention: a quasi-experimental longitudinal intervention study

 

Baseline

3 months

9 months

 

Competence category

n

%

n

%

n

%

p-value*

Helping role

89

93.7

70

97.2

58

95.1

0.500

Teaching-coaching

61

64.2

48

66.6

45

73.8

0.064

Diagnostic functions

71

74.8

51

70.8

49

80.4

0.057

Managing situations

65

68.4

53

73.6

44

72.1

0.035

Therapeutic interventions

47

49.5

38

52.7

36

59.0

0.031

Ensuring quality

61

64.3

49

68.0

49

80.3

0.003

Work role

52

54.8

43

59.8

43

70.5

0.002

  1. *Difference between baseline and nine-months McNemar, p-value ≤ 0.05, statistically significant values are bolded