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Table 3 Comparison between historic control and intervention group on perceptions of community care (SCOPE: total scale, subscales, and per item)

From: Influencing nursing students’ perceptions of community care with curriculum-redesign; a quasi-experimental cohort study

Perceptions: range 1–10 in mean (SD) with mean values < 5.5 and > 8 in bold Historic control/Old curriculum (n = 477) Intervention/New curriculum (n = 170) Cases missingb (historic control + intervention) Test-value t P (2-tailed)
SCOPE: total scale (33 items) 6.18 (1.15) 6.21 (1.08) 0 - 0.338 0.735
Affective component scale (11 items) 6.53 (1.34) 6.55 (1.25) 0 - 0.117 0.907
Placement scale (5 items) 5.42 (1.70) 5.51 (1.58) 14a - 0.560 0.576
Profession scale (17 items) 6.54 (0.98) 6.57 (0.92) 0 - 0.303 0.762
Affective component scale
 Dull - interesting 6.01 (2.07) 5.81 (2.17) 1 1.072 0.284
 Boring – fascinating 5.59 (2.00) 5.75 (2.11) 2 - 0.882 0.378
 Unpleasant – pleasant 6.07 (1.92) 6.07 (1.98) 2 0.015 0.988
 Annoying – agreeable 6.02 (1.85) 5.97 (1.80) 3 0.320 0.749
 Uncomfortable – comfortable 5.81 (1.96) 5.65 (2.02) 7 0.916 0.360
 Old fashioned – modern 6.53 (1.97) 6.87 (1.91) 3 - 1.928 0.054
 Unimportant – important 8.30 (1.95) 8.58 (1.61) 2 - 1.883 0.061
 Bad – good 8.00 (1.84) 8.14 (1.73) 2 - 0.814 0.416
 Useless – meaningful 8.48 (1.58) 8.60 (1.65) 3 - 0.879 0.380
 Unattractive – attractive 5.12 (2.34) 4.86 (2.29) 1 1.207 0.228
 Stupid – fun 5.94 (2.15) 5.73 (2.27) 0 1.078 0.282
Placement scaleb
 Very little – much variety in the caregiving 5.58 (2.38) 5.79 (2.42) 29 - 0.944 0.346
 Very little – much contact with mentor 4.67 (2.24) 4.46 (2.04) 60 1.035 0.301
 Very few – many opportunities to learn new things 5.68 (2.14) 5.96 (2.16) 24 - 1.430 0.153
 My mentor will have very little – much time to evaluate 5.15 (2.31) 4.92 (2.18) 86 1.075 0.283
 No – many possibilities to plan own learning activities 6.14 (2.29) 6.13 (2.11) 65 0.054 0.957
Profession scaleb
 Very few – may enjoyable relationships with patients 7.72 (1.58) 7.77 (1.63) 15 - 0.378 0.706
 Very little – much physically demanding work 7.24 (1.70) 7.20 (1.73) 8 0.258 0.796
 Very little – much collaboration with colleagues 4.74 (2.15) 4.48 (2.03) 15 1.372 0.171
 Very little – much collaboration with other disciplines 5.88 (2.26) 6.12 (2.16) 18 - 1.206 0.228
 Very few – many technical skills needed 6.24 (2.08) 6.30 (1.85) 8 - 0.286 0.775
 Very little – a lot of freedom of action 7.76 (1.66) 7.84 (1.73) 16 - 0.532 0.595
 Very little – a lot of variety in the caregiving 5.79 (2.20) 5.85 (2.02) 13 - 0.321 0.748
 A poor – good occupational work environment 4.33 (1.94) 4.15 (1.96) 46 1.043 0.297
 Very little – plenty of individual responsibility 8.48 (1.25) 8.51 (1.20) 6 - 0.308 0.758
 No – continual feelings of work pressure 7.34 (1.75) 7.40 (1.53) 18 - 0.407 0.684
 Very few – plenty of complex patient care needs 6.09 (2.05) 6.02 (1.84) 19 0.361 0.718
 Very few – only elderly patients 8.75 (1.23) 8.62 (1.23) 3 1.252 0.211
 Low – high status work 4.96 (1.88) 5.21 (1.81) 34 - 1.435 0.152
 No – a lot of possible health improvement for the patient 6.37 (1.91) 6.49 (1.79) 29 - 0.737 0.461
 Very few – many enthusiastic colleagues 6.30 (1.92) 6.29 (1.71) 61 0.070 0.944
 Very few – much contact with family/ kin 7.70 (1.79) 7.90 (1.62) 14 - 1.213 0.226
 No – many opportunities for advancement 5.27 (2.14) 5.33 (2.23) 41 - 0.271 0.787
  1. a Cases with no data in the placement scale or with the option ‘I don’t know’ in all 5 items
  2. b The option ‘I don’t know’ (value 11) in the placement and profession scale is excluded in the calculation of the mean and defined as missing, which explains the larger/ fluctuating numbers of missing values in the placement and profession scale