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

BMC Medical Education

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

	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

Note. R² = < .001 for Step 1; Δ R² = < .001 for Step 2 (p < .05); ΔR² = .098 for Step 3 (p < .05)
*p < .05
^aIn the development of SCOPE, these factors were found to be potentially influential in students’ perceptions of community care [32, 33]