The Relation between Perceived Faculty Support and work Practice Readiness among Bachelor Nursing Students

Background: Perceived Faculty Support play important roles in promoting nursing students’ engagement in the clinical environment which enhance their readiness for practice. Purpose: To assess the relation between perceived faculty support and nursing student’s readiness for practice. Design: A descriptive research design was used in carrying out the study setting: The study was conducted at Faculty of Nursing, Menoufia University. Sampling: Included 300 4th year undergraduate nursing students. Instruments: Perceived Faculty Support Scale and Casey-Fink Readiness for Practice Survey were used to the subject data. Results: The majority (87.7) of the studied nursing students had a high level of perceived faculty support. Additionally, the majority (91.3) of the studied nursing students had a high level of readiness for work practice. There was a high statistics significant positive strong correlation between total scores of perceived faculty support and readiness to practice. More than four-fifths of the studied nursing students have a high level of perceived faculty support Conclusion: There was a high statistically significant positive correlation between perceived faculty support and students’ readiness for practice. Recommendations: Providing encouragement, caring, and promoting a sense of competence and self-worth are important factors for nursing students to improve work Practice Readiness among Bachelor Nursing Students