PERCEPTIONS OF DIFFERENTIATION AND ARTICULATION OF DEGREE PROGRAMS FOR NURSES: A CONTENT ANALYSIS OF THE PROFESSIONAL LITERATURE (NURSING DEGREE PROGRAMS).
Contributors: University of Denver.
Published: 1993
Number of pages: 352
Subjects: Education, Higher.; Health Sciences, Nursing.
Description: This qualitative study examined differentiation and articulation of nursing degree programs. The sample, or source of data, for the study was nursing literature. This study utilized the research design and methodology of manifest content analysis, specifically employing contingency analysis.

Eight propositions were used to guide the study. Those propositions stated that the profession of nursing has, according to the literature: (1) not clearly differentiated specific curricular content to be presented to students, (2) not clearly delineated competencies to be expected of graduates of various degree programs, (3) not identified appropriate faculty credentials to teach at specific levels of nursing education, (4) not identified specific competencies necessary to teach within specific nursing degree programs, (5) not defined explicit and useful plans for articulation between/among nursing programs, (6) not identified a "core" of nursing content for practice entry, (7) not identified a "core" of nursing content for each level of nursing, and (8) not intervened in the proliferation of types of programs.

Besides the eight propositions, the study was structured around three major themes (curriculum content, competencies of graduates, faculty preparation) and two summary themes (differentiation and articulation).

Data were categorized, or grouped, and then coded utilizing a triple set of digits, organized into taxonomies according to themes, and demonstrated on tables.

This study revealed that of N = 276 items of raw data collected, only 137 (49.6%) were attributed in the literature to a single type program. Of the remaining half of the items cited, 58 (21%) were attributed to more than one program but within the same level and 80 (29%) were attributed to programs at multiple levels. Data were not quantified in regard to articulation, as the literature did not accomodate counting of individual items.

Data analysis revealed both quantitative and qualitative support for each proposition. Other points of discussion which arose from this study were the Registered Nurse licensing examination, employers of nurses, and graduate study. This study proposed numerous recommendations. Further definitive studies need to be made to support and expand the tentative recommendations of this study.
Notes: Source: Dissertation Abstracts International, Volume: 54-05, Section: A, page: 1691.

Thesis (PH.D.)--UNIVERSITY OF DENVER, 1993.

School code: 0061.