The effects of an undergraduate clinical internship on the self-concept and professional role mastery of baccalaureate nursing students.
OBJECTIVE
The Purpose of this investigation was to determine whether an eight-week undergraduate clinical courses would enhance students' self-concepts and increase their perception of competence in critical care, teaching/collaboration, planning/evaluation, professional development, leadership and interpersonal skills, and communication.


OBJECTIVE
Is there a need for an undergraduate clinical internship? Will there be a difference in self-concept and perception of role mastery between the group of students who participated in the internship and those who did not participate?


METHODS
Nursing students at the University who were between their junior and senior years were offered the opportunity to enroll in the course (didactic and clinical). Eight interns enrolled in the course; five non-interns enrolled in the didactic portion only; and the remaining 36 classmates were designated as the control group.


METHODS
A pretest-post test designed was utilized. Two instruments were used: 1) The Tennessee Self-Concept Scale and 2) The Six-Dimensional Scale of Nursing Performance.


RESULTS
One way ANOVA with .05 level of significance was used as the statistical test. There were no significant differences noted.
D002982:Clinical Clerkship; D002983:Clinical Competence; D004504:Education, Medical, Undergraduate; D004508:Education, Nursing, Baccalaureate; D006801:Humans; D012380:Role; D012649:Self Concept; D012647:Self-Assessment; D013338:Students, Nursing / Q000523:psychology*