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Table 6 Frequency of action, 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

 

Intervention group

Control group

 

Intervention group

Control group

 

Intervention group

Control group

 

Competence category

n

%

n

%

p-value

n

%

n

%

p-value

n

%

n

%

p-value

Helping role

35

97.2

22

88.0

0.857

34

94.5

21

84.0

0.728

34

94.4

24

96.0

0.083

Teaching-coaching

21

58.3

14

56.0

0.987

20

55.5

17

68.0

0.386

26

72.3

19

76.0

0.278

Diagnostic functions

22

61.1

21

84.0

0.024

24

66.6

17

68.0

0.763

26

72.2

23

92.0

0.068

Managing situations

21

58.3

16

64.7

0.640

24

66.7

17

68.0

0.346

24

66.7

20

80.0

0.261

Therapeutic interventions

13

36.1

14

56.0

0.145

17

47.2

15

60.0

0.615

18

50.0

18

72.0

0.114

Ensuring quality

18

50.0

18

72.0

0.112

23

63.9

15

60.0

0.436

26

77.8

21

84.0

0.155

Work Role

16

44.4

15

60.0

0.300

21

58.3

12

48.0

0.264

23

63.9

20

80.0

0.276

Overall frequency of actions

20

55.6

19

76.0

0.169

25

69.4

16

64.0

0.570

28

77.8

22

88.0

0.324

  1. Mann–Whitney, p-value ≤ 0.05, statistically significant values are bolded