ADMINISTRATIVE AND EDUCATIONAL PRACTICES OF SHARED GOVERNANCE IN BACCALAUREATE NURSING PROGRAMS IN THE STATE OF TENNESSEE (LEADERSHIP).
Contributors: University Of Tennessee.
Published: 1995
Number of pages: 216
Subjects: Health Sciences, Nursing.; Health Sciences, Education.; Health Sciences, Health Care Management.
Description: The purpose of this study was to determine the practices of shared governance leadership in approved baccalaureate nursing programs in the state of Tennessee and to identify the skills and experiences that graduate nurses need to function in health care organizations that practice shared governance. Quantitative and qualitative methods were employed through the use of a Leadership Survey and semi-structured interview guide. These instruments were developed from leadership characteristics defined in the literature.

Eight schools of nursing in the state of Tennessee participated in the survey phase of data collection. Surveys were mailed to 167 potential participants; 89 (53%) surveys were returned. Thirty-four participants were willing to be interviewed; 18 participants representing five of the eight schools of nursing, were interviewed. Survey data were analyzed using frequency distribution and Chi Square. Interviews were audiotaped and transcriptions were analyzed using the content analysis method.

The following findings emerged when comparisons were made between groups of survey participants. Survey participants with administrative titles stated they modeled shared governance as their leadership style. Some survey participants employed 14 years or more stated that the administrator of their school did not practice shared governance. Survey participants with tenure stated that faculty and nursing students were more likely to practice shared governance than was the chief nursing administrator.

The following conclusions emerged from findings: The majority of survey and interview participants believed nursing students should learn and experience practices of shared governance in classrooms and clinical agencies. However, some participants were unable to describe how that would be accomplished because they did not have knowledge or experience with shared governance concepts. Survey and interview participants provided information about the current administrative leadership at their nursing school. Participants had different understandings of the term shared governance; therefore, a wide variety of perceptions about its use and effectiveness were delineated from data analysis. The majority of survey and interview participants believed they had professional autonomy in some of their roles. Interviewees perceptions of professional autonomy were influenced by the number of years they had been employed at the school and their academic responsibilities. Based on responses, the researcher concluded that committee structures were utilized to empower faculty in decision-making. Nursing leadership at participating schools was multidirectional. Participants stated they had many opportunities to provide input and influence decisions.
Notes: Source: Dissertation Abstracts International, Volume: 56-12, Section: B, page: 6668.

Thesis (PH.D.)--THE UNIVERSITY OF TENNESSEE, 1995.

School code: 0226.