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Table 4 Multiple regression analysis for the effect of curriculum on nursing students’ perceptions of community care

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

  B SE B β 95% Confidence Interval
Step 1
 Constant 6.190 .052   6.089–6.291
 Curriculum .015 .101 .006 −.183–.213
Step 2
 Constant 6.188 .052   6.086–6.289
 Curriculum .009 .101 .004 −.190–.209
 Born outside the Netherlands .119 .250 .019 −.372–.610
Step 3 a
 Constant 5.238 .487   4.282–6.194
 Curriculum −.047 .098 −.019 −.240–.146
 Born outside the Netherlands .000 .248 .000 −.487–.486
 Level of education
  secondary Ref Ref Ref Ref
  higher secondary −.098 .126 −.031 −.344–.149
  professional .227 .133 .074 −.033–.487
  other .025 .376 .003 −.713–.763
 Sex (male) −.116 .140 −.033 −.391–.159
 Age .023 .022 .050 −.019–.066
 Belonging to church/ religious group .263 .119 .086* .030–.496
 Working/ has been working in CC .558 .087 .249* .387–.728
 Family or friends working in CC .128 .087 .056 −.044–.300
 Receiving home care (or in family) .087 .092 .037 −.094–.268
  1. Note. R2 = < .001 for Step 1; Δ R2 = < .001 for Step 2 (p < .05); ΔR2 = .098 for Step 3 (p < .05)
  2. *p < .05
  3. aIn the development of SCOPE, these factors were found to be potentially influential in students’ perceptions of community care [32, 33]