NURSING PERFORMANCE APPRAISALS: GRADUATES OF UPPER DIVISION AND GENERIC BACCALAUREATE NURSING PROGRAMS.
Contributors: Peabody College For Teachers Of Vanderbilt University.
Published: 1990
Number of pages: 141
Subjects: Health Sciences, Nursing.; Education, Higher.
Description: This study compared the clinical nursing performance of graduates from three types of baccalaureate pathways. The graduates that participated in the study were: (a) generic graduates of traditional 4-year baccalaureate programs (students are not licensed), (b) RN graduates of traditional 4-year baccalaureate programs (experienced RNs returning to school), and (c) RN graduates of upper division programs (only licensed RNs are admitted). Subjects were graduates of seven baccalaureate nursing programs in one state (N = 252). Graduates appraised their own nursing performance on all subscales of the Six-Dimension Scale for Nursing Performance (Six-D Scale) and supervisors evaluated the graduates' performance using the employer's version of the Six-D Scale. This study also examined the relationship between performance and year of graduation, title, number of years of nursing experience, area of practice, and baccalaureate institution.

Analysis of the data showed that generic graduates rated the quality of their performance on the leadership, critical care, and teaching/collaboration subscales significantly lower than RN graduates of the same type of program. Graduates of all three types of programs rated their performance higher than supervisors on the interpersonal/communication subscale.

Comparisons of performance by title showed graduates holding a staff nurse position reported fewer leadership behaviors than graduates in the management group. Significant differences were also found when graduates were compared by years of nursing experience. More experienced graduates performed more leadership behaviors than the less experienced nurse. Nurses with less experience rated their quality of performance lower on the teaching/collaboration subscale than nurses with 10 years or more of experience. Significant differences were found among graduates when compared by area of practice.

Overall, graduates were similar in their appraisals of their performance in the clinical setting. Comparisons of self-appraised and supervisor appraisals of graduates showed no significant differences. These findings suggest that upper division graduates perform at levels comparable to both types of graduates from traditional baccalaureate programs.

Based on the findings of this study it is recommended that educators seek to improve the leadership, critical care, and teaching/collaboration skills of generic baccalaureate graduates in traditional programs. Future research should be directed toward evaluation of curriculum design and influence of faculty members on clinical performance of graduates of upper division programs.
Notes: Source: Dissertation Abstracts International, Volume: 51-08, Section: B, page: 3780.

Thesis (ED.D.)--PEABODY COLLEGE FOR TEACHERS OF VANDERBILT UNIVERSITY, 1990.

School code: 0074.