PREDICTORS OF ROLE-CONFLICT AND ROLE-AMBIGUITY AMONG NURSING FACULTY INVOLVED WITH INTERDISCIPLINARY ENDEAVORS.
Contributors: University of Connecticut.
Published: 1987
Number of pages: 177
Subjects: Health Sciences, Nursing.; Education, Higher.
Description: The purpose of this study was to document the existence of role conflict and role ambiguity among nurse educators involved in teaching interdisciplinary courses to health professions students and to examine the relationship between role conflict and role ambiguity and certain demographic data, attitudes and experiences of interdisciplinary nurse faculty.

A national assessment of full-time interdisciplinary nurse faculty in National League for Nursing accredited baccalaureate programs was conducted. Role conflict and role ambiguity was measured by a self-administered mail questionnaire adapted from the work of Rizzo, House, and Lirtzman (1970)--demographic and attitude items were adapted from an instrument developed by Fields (1977).

Some of the demographic data was presented descriptively. Important relationships were analyzed by correlational techniques and other appropriate statistical methods including Kendall's tau, Spearman's rho, and the Kruskal-Wallis non-parametric one-way analysis of variance for ordinal level data. All hypotheses were examined at the.05 level of significance.

The findings of this study indicated that: (1) there were significant relationships between role conflict and/or role ambiguity and certain biographical data concerning faculty; (2) there were significant relationships between role conflict and role ambiguity and faculty grouped according to biographical data concerning interdisciplinary programs; (3) there were significant relationships between role conflict and role ambiguity and faculty grouped according to perceptions of factors promoting or inhibiting interdisciplinary endeavors; and (4) there were significant relationships between role conflict and role ambiguity and faculty grouped according to attitudes concerning interdisciplinary endeavors.

This study's major contribution to the field of higher educational administration was in demonstrating that significant relationships do exist between role conflict and role ambiguity and nursing faculty involved with interdisciplinary endeavors.
Notes: Source: Dissertation Abstracts International, Volume: 48-10, Section: B, page: 2925.

Thesis (PH.D.)--THE UNIVERSITY OF CONNECTICUT, 1987.

School code: 0056.