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      Evaluation of an informal peer group experience on baccalaureate nursing students' emotional well-being and professional socialization.

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          Abstract

          Although studies have documented the importance of the academic environment in promoting positive outcomes among students, few quantitative studies in nursing have been performed to identify strategies through which a nurturing learning environment can be created. A randomized two-group pretest-posttest design was used to investigate effects of an informal peer group experience on baccalaureate nursing students' emotional well-being and professional socialization as caring practitioners. Groups did not differ significantly on the outcomes measured in this study. As a whole, students showed statistically significant increases in anxiety, depression, and negative affect, along with decreased self-esteem and positive affect during the junior year of nursing school. Psychological problems and stress-related symptoms have been well documented among college students in general and professional students in particular. Although the findings from this study are not unique, they suggest the need to reconsider strategies by which the affective and professional socialization goals of undergraduate nursing education can be achieved.

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          Author and article information

          Journal
          J Prof Nurs
          Journal of professional nursing : official journal of the American Association of Colleges of Nursing
          Elsevier BV
          8755-7223
          8755-7223
          March 22 2003
          : 19
          : 1
          Affiliations
          [1 ] School of Nursing, The University of North Carolina, Chapel Hill, USA. lchughes@email.unc.edu
          Article
          S8755722302340092
          10.1053/jpnu.2003.9
          12649818
          a4da87e1-a10d-42d0-b19c-18b53d17cbea
          History

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